Ismailov Murod, Chiu Thomas K F
Faculty of Humanities and Social Sciences, Center for Education of Global Communication, University of Tsukuba, Tsukuba, Japan.
Department of Curriculum and Instruction, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China.
Front Psychol. 2022 Feb 21;13:819884. doi: 10.3389/fpsyg.2022.819884. eCollection 2022.
The Universal Design for Learning (UDL) guidelines were extensively studied to understand inclusive learning and teaching in higher education. However, to date, there have been few studies that approached UDL-based asynchronous university courses from the needs satisfaction perspective in self-determination theory (SDT). To address this gap, researchers designed and implemented two 15-week asynchronous online courses based on UDL. They then tested their effectiveness with college freshmen ( = 225) by adopting a sequential explanatory mixed method. The study aimed to examine (i) whether asynchronous instruction based on UDL catered to inclusion and diversity across gender and academic background and (ii) whether the instructional design supported learner engagement and needs satisfaction. The findings showed that both male and female students as well as Arts and Sciences students equally engaged in the courses and perceived the needs support from the course design. However, the study also found that although universal design supported autonomy and competence, it nonetheless failed to fully satisfy learners' relatedness needs. The researchers concluded by discussing empirical and theoretical implications.
为了理解高等教育中的包容性学习与教学，人们对通用学习设计（UDL）指南进行了广泛研究。然而，迄今为止，从自我决定理论（SDT）中的需求满足角度对基于UDL的异步大学课程进行研究的却很少。为了填补这一空白，研究人员设计并实施了两门基于UDL的为期15周的异步在线课程。然后，他们采用序列解释性混合方法对225名大学新生测试了课程的有效性。该研究旨在考察：（i）基于UDL的异步教学是否满足了不同性别和学术背景学生的包容性和多样性需求；（ii）教学设计是否支持学习者的参与度和需求满足。研究结果表明，男女生以及文科和理科学生都同样积极参与课程，并认为课程设计能提供需求支持。然而，研究还发现，尽管通用设计支持自主性和能力，但仍未能完全满足学习者的归属感需求。研究人员通过讨论实证和理论意义得出结论。
