Applying UDL to Online Active Learning: Instructional Designer Perceptions

Abstract

In online environments, active learning techniques can facilitate varied ways that learners engage and enact skill development, understandings, and connections across concepts. The Universal Design for Learning (UDL) framework supports providing options and design flexibility. Using a multi-site, mixed method case study design, this exploratory study investigated how 23 instructional designers at three large, urban, US public higher education institutions view alignment between UDL and active learning approaches in online course design. Techniques, strategies, tools, enablers, and challenges of these practices are highlighted. Study data collected included survey responses and focus group sessions. Emergent themes of belongingness, social learning space, structuredness, and universality are discussed. ANNOTATION: Rogers, S. A., & Gronseth, S. L. (2021). Applying UDL to online active learning. The Journal of Applied Instructional Design, 10(1), 7-29. Rogers, S. A., & Gronseth, S. L. (2021). Applying UDL to online active learning: Instructional designer perceptions. The Journal of Applied Instructional Design, 10(1), 1-15. https://dx.doi.org/10.51869/101srsg This exploratory mixed-methods case study examines how 23 instructional designers (IDs) at three large public U.S. research universities perceive and apply the intersection of Universal Design for Learning (UDL) and active learning in online course design. Using surveys and focus groups, the researchers investigate techniques, enablers, and barriers to implementing these complementary frameworks. Key findings reveal that IDs view UDL and active learning as mutually reinforcing, with both centering student needs and engagement. Four emergent themes emerged: belongingness, social learning space, structuredness, and universality. Participants most commonly incorporated discussion-based activities (91%), writing activities (83%), and quizzes/polls (74%) as active learning techniques. The study identifies "innovative instructors" as the most critical enabler, while lack of time and instructor overwhelm represent the greatest barriers. Notably, the research was conducted during the COVID-19 pandemic, providing insights into instructional design challenges during crisis-driven transitions to online learning. The authors argue that IDs play a crucial role in supporting faculty to create accessible, engaging online courses, though systemic constraints related to resources, training, and institutional priorities often limit implementation. This article is particularly valuable for understanding practitioner perspectives on applying research-based frameworks to online course development and highlights the need for institutional support structures that enable effective instructional design.Claude is AI and can make mistakes. Please double-check responses.