通过应用学习的通用设计 (UDL) 来研究学习和教学方法来增强在线学生的体验
1Technological University Dublin, Dublin, Ireland.
概括
全面设计学习 (UDL) 增强了在线研究方法模块,通过可访问性和清晰的结构提高了学生的参与度. UDL还支持在线学习环境中的社会,认知和教师存在.
科学领域:
- 教育技术的教育技术
- 高等教育教学的教学.
背景情况:
- 在线学习在培养学生参与和存在方面提出了挑战.
- 调查社区 (CoI) 框架将社会,认知和教学存在定义为有效的在线学习的关键.
- 学习的普遍设计 (UDL) 原则旨在创造包容和可访问的学习体验.
研究的目的:
- 用UDL原则记录在线研究方法模块的重新设计.
- 评估UDL知情设计对学生参与度的有效性.
- 探索UDL对发展社会,认知和教学在Coi框架内的存在的影响.
主要方法:
- 为研究生重新设计在线研究方法模块.
- 在模块设计和实践中实施UDL原则.
- 在线调查对艺术士学生进行管理,以收集反.
主要成果:
- 基于UDL的结构显著支持了学生的参与.
- 关键的支持要素包括可访问的资源,明确的每周结构,同行协作和有效的讲师沟通.
- UDL应用对认知,教学和社交存在的发展产生了积极的影响.
结论:
- 基于UDL的设计和实践提供了一种强大的方法来增强在线学习.
- 通过直接参与和培养CoI元素,UDL对在线学习产生了积极的影响.
- 无线教育的好处尤其适用于各种高等教育学生群体.
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