Research Articles

Summary: This practice brief analyzes results from a summer workshop in which health professions educators discussed how to apply UDI principles in a clinical learning environment while still maintaining robust technical practice standards. The authors provide practical guidelines related to pre-rotation orientation, on-the-job teaching, and creating an inclusive learning environment.

You can also read the full article.

Heelan, A., Halligan, P., & Quirke, M. (2015). Universal Design for Learning and Its Application to Clinical Placements in Health Science Courses. Journal of Postsecondary Education and Disability, 28(4), 469-479.

Summary: This article examines how surgical educators applied UDL during emergency remote learning due to the COVID-19 pandemic. With limitations for in-person training, the authors discuss methods for developing a more flexible curriculum to meet the diverse needs, specifically focusing on design of online educational materials and simulations.

You can also read the full article.

Dickinson, K. J., & Gronseth, S. L. (2020). Application of Universal Design for Learning (UDL) Principles to Surgical Education During the COVID-19 Pandemic. Journal of Surgical Education, 77(5), 1008–1012.

Summary: This integrative literature review examined articles which addressed UDI in nursing education and identified four major themes: marginalized students as a vulnerable population, faculty lack of knowledge of UDI, reactive versus proactive instructional design, and best teaching practices. The author concludes that the current traditional methods for designing instruction provide a disadvantage for some nursing students and contribute to the increasing nursing shortage.

You can also read the full article.

Levey, J. A. (2018). Universal Design for Instruction in Nursing Education: An Integrative Review. Nursing Education Perspectives, 39(3), 156–161.

Summary: This exploratory study analyzed how occupational therapy educators utilize UDL principles with their students and identified the most common methods of engagement, representation and action/expression. The authors discuss influencing factors like the type of program and educators' experience and suggest additional strategies for integrating UDL principles in occupational therapy education.

You can also read the full article.

Murphy, L., Panczykowski, H., Fleury, L., & Sudano, B. (2020). Implementation of Universal Design for Learning in Occupational Therapy Education. Occupational Therapy in Health Care, 34(4), 291–306.

Summary: This article provides on overview of the history and philosophy of UDL, emphasizing the justice-oriented nature of UDL and focusing on relevant factors for adult online learners. The authors discuss how they improved an existing online course for adult learners through the application of UDL principles.

You can also read the full article.

Rogers-Shaw, C., Carr-Chellman, D. J., & Choi, J. (2018). Universal Design for Learning: Guidelines for Accessible Online Instruction. Adult Learning, 29(1), 20–31.

Summary: This article provides methods for educators who are beginning to implement UDL principles in the creation or revision of their online courses. The author presents step-by-step strategies along with a timeline for implementation and list of professional resources.

You can also read the full article.

Tobin, T. J. (2014). Increase online student retention with universal design for learning. Quarterly Review of Distance Education, 15(3), 13-24.

Summary: This article provides an overview of Universal Design (UD) and how it applies in higher education, with a focus on the areas of instruction, services, information technology, and physical spaces. The author discusses examples for instruction, which include guidance for student/instructor interactions, availability of class notes, assessment of learning, and faculty awareness of disability-related accommodations.

You can also read the full article.

Burgstahler, S. (2012). Universal Design in Postsecondary Education: Process, Principles, and Applications. DO-IT, 1-6.

Summary: This article examines how technology can be used to provide multiple means of engaging learners (UDL principle) in workplace training, focusing on recruiting interest, sustaining effort and persistence, and self-regulation. The authors discuss specific examples like immersive game-based learning experiences, online discussion boards and commenting features, and augmented reality platforms.

You can also read the full article.

Gronseth, S. L., & Hutchins, H. M. (2020). Flexibility in Formal Workplace Learning: Technology Applications for Engagement through the Lens of Universal Design for Learning. TechTrends, 64(2), 211–218.

Summary: This article examines how the goals of UDL and digital accessibility are similar yet the scope and methods are different, which can create challenges and conflicts. The authors present recommendations for technology use that adhere to both UDL practice and digital accessibility standard, focusing on lecture-capture recordings, instructional video, image-based instructional content, and slide presentations and documents, and the authors conclude with recommendations specific to both institutions and faculty.

You can also read the full article.

Ableser, J. & Moore, C. (2018, September 10). Universal Design for Learning and Digital Accessibility: Compatible Partners or a Conflicted Marriage? EDUCASE.