[27] | - 928 undergraduate students - A large undergraduate marketing management course during spring and fall - F2F | Independent variables: Implementation of a UDL environment. Dependent variables (Data collection: Quantitative method: Survey): - Effectiveness of UDL environment on the last day of class. - Students’ satisfaction. - Perceived effectiveness, use of various instructional tools, and perceived learning. - Actual learning: An average of student non-cumulative scores from three exams over the course. - Actual use of tools: Total number of uses of each instructional tool (clicker and MindTap) analyzed by online analytics. | - The perceived effectiveness of each tool with significant difference (p < 0.001) as shown in the order from most to least: Perceived lecture notes - (M = 4.5, SD = 0.89), PowerPoint (M = 4.4, SD = 0.84), clickers (M = 4.2, SD = 0.99), and MindTap (M = 3.9, SD = 1.22), indicating students’ preference for professors’ developed content over that of others; instructional tools available both in and outside the classroom (e.g., PowerPoint, MindTap, and lecture notes) perceived to be more effective than tools only accessible from class (e.g., clickers). - Actual use of MindTap added 0.36 points to test scores (β = 0.36, p < 0.001), meanwhile the use of clickers was not significant (β = −0.004, p = 0.95). - Perceived (self-reported) use and actual use of tools indicated a strong and positive correlation: Clickers (r = 0.22, p < 0.001) and MindTap (r = 0.10, p = 0.002). - Categorized as effective. | - Multiple means of representation: Lecture in class, PowerPoint presentations, printed and electronic textbooks, MindTap ReadSpeaker (audio). - Multiple means of expression: Lecture notes, clickers, MindTap flashcard, MindTap dictionary, MindTap notebook. - Multiple means of engagement: Before-lecture assignments, fill-in-the-blank exercises, quizzes, and after-lecture assignments. |
[28] | - 1195 faculty: 231 from a university in the U.S.; 315 from a university in Canada; 649 from 43 universities in Spain - F2F | Independent variables: In the U.S.: Intense 4-day workshop, e-newsletters, website resources; Topics of the workshop: Disability, legal means, accommodations, and alternative and inclusive strategies for instruction teaching and assessment. In Canada: Workshop on faculty attitudes toward SDs and instructional practices. In Spain: Unknown. Dependent variables (Data collection: Quantitative method): The Inclusive Teaching Strategies Inventory used. - Faculty attitudes. - Actions. - Measurement dimensions: Accommodations, accessible course materials, course modification, inclusive lecture strategies, inclusive classroom, inclusive assessment, and disability laws and concepts. | - Attitude: The components that U.S. faculty believed significant were the provision of accessible course materials, inclusive classroom, inclusive lecture strategies, inclusive assessment, and course mediation; the components that Canadian faculty believed significant were the provision of accommodations and knowing laws and concepts of disability. - Actions: Implementations by U.S. faculty: Inclusive assessment and course modifications in their teaching practices; Those by Canadian faculty: Integrated accommodations into their class; Those by Spanish faculty: Provision of accessible course materials and inclusive lecture strategies. - The ratings of dimension of inclusive classrooms were similar across the three countries. - Categorized as effective. | - |
[29] | - 1367 students and instructors; 5 instructors; 1362 (106 [8%]: 1256): pre-survey (during the 3rd week of the semester); 1,223 (98 [8%]: 1125): post-survey (during the last two weeks of the semester) - Large “gateway” introduction to psychology - F2F | - Independent variables: UDL training for the five instructors once a week for a semester: F2F training and provision of electronic tutorials of universally designed electronic materials. Dependent variables (Data collection: Quantitative method: Survey): - Effectiveness of UDL training as measured by students’ perceptions of instructors’ UDL implementation. - Pre- and post-surveys contained the same questions. | - The instructors reported significant improvement in UDL strategy implementation. - Areas with significant enhancement: Information presentation in multiple formats (t(2559) = 10.09, p < 0.0005, d = 0.40), provision of the electronic equivalents of traditional copies of information (t(2504) = 6.13, p < 0.0005, d = 0.24), online availability of required readings (t(2393) = 8.74, p < 0.0005, d = 0.36), clarity of instructional video (t(2520) = 9.62, p < 0.0005, d = 0.39), provision of prompt, constructive, and informative feedback (t(2515) = 8.14, p < 0.005, d = 0.33), and provision of visual supports for lecture and reading assignment (t(2556) = 5.14, p < 0.0005, d = 0.20). - Categorized as effective. | - Multiple means of representation: Instructors presented information using lecture, text, graphics, audio, and video. - Multiple means of expression: Students expressed their knowledge using traditional tests, written essays, projects, and portfolios. - Multiple means of engagement: Investigation of students’ motivation and challenges and instructors’ enthusiasm for the subject matter. |