Integrating the UDL Principle of Engagement to Enhance Asynchronous Online Participation
Laura King, Jennifer Williams, Lora Lee Smith Canter, East Carolina University, United States
Society for Information Technology & Teacher Education International Conference, in San Diego, CA, United States ISBN 978-1-939797-61-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The expansion of virtual teaching took the world by surprise during the pandemic of 2020. A myriad of challenges to engaging online learners unfolded in public/private schools settings, as well as higher education. As students were suddenly adrift in an often hastily pulled together online environment, many found themselves feeling isolated and struggling to figure out how manage content and time. Faculty who were unfamiliar with teaching online struggled to put together an asynchronous course that would engage learners to a similar level as face to face learning. Meeting unique student needs became more complex in regard to access to and comfort with technology.
Capturing student attention is important for maximizing student engagement at the start. Sustaining that engagement throughout the semester is critical. Designing asynchronous courses which will engage and sustain a student’s active engagement will help ensure a successful semester of learning. Using the Universal Design for Learning (UDL) principle of engagement to design asynchronous courses allows course designers strategically incorporate multiple means of engagement within the design course structure. This also helps to build course community and culture.
This presentation will share examples across majors. Participants will be able to: Identify and describe UDL principles; Incorporate a variety of UDL elements for engagement in an asynchronous course; Develop simple gamification to an asynchronous course.
King, L., Williams, J. & Smith Canter, L.L. (2022). Integrating the UDL Principle of Engagement to Enhance Asynchronous Online Participation. In E. Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2297-2302). San Diego, CA, United States: Association for the Advancement of Computing in Education (AACE).
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