Inclusion in the online teaching environment

2. UDL in practice: more than theory

Universal Design for Learning (UDL) is not just a theoretical framework, but a series of practical approaches that enable more inclusive and accessible teaching for all students. Applying UDL means thoughtfully planning content and activities so that differences among students, their abilities, prior knowledge, learning styles and needs are considered. This includes offering teaching content in multiple formats, such as text, audio, video, infographics, interactive quizzes and simulations. This enables students to access information in a way that is most natural and effective for them. In addition, students can choose how to demonstrate their knowledge by writing an essay, creating a visual representation, an audio recording or a video presentation, which further increases motivation and a sense of control over learning.

In digital education, especially in online and hybrid environments, UDL stands out further because it allows for greater flexibility in time, space, and access to content. Structuring courses into thematic units of varying complexity allows students to move at their own pace, gradually build understanding, and choose the level of depth with which they want to approach the material. Such an approach is particularly beneficial for students who have difficulty organising, working under pressure, and those who study alongside other commitments (work, family, health).

The application of UDL implies the systematic removal of obstacles in education already at the course planning stage. Instead of subsequently introducing adaptations for students with disabilities, classes should be designed to be accessible to all from the beginning. This means that assessment criteria are clearly explained, task instructions are available in multiple formats, and key concepts are presented visually, aurally and interactively. Such an approach reduces the need for individual exemptions and makes it easier for teachers to organise courses because all students work within the same, inclusive system.

Another important dimension of UDL is encouraging self-regulation and active participation of students. When a student can choose the way to access the content and the form of expressing knowledge, his autonomy and sense of ownership of learning increase. In addition, UDL supports the development of metacognitive skills as students learn to recognise which strategies work best for them. This not only contributes to a better mastering of the material in a certain course, but also develops, in the long term, the abilities necessary for lifelong learning in various academic and professional contexts.

Short task

Study the document "Application of Universal Design in Higher Education" from the Office for Students with Disabilities of the University Counseling Centre of the University of Rijeka, take notes and try to conduct an analysis according to these questions below:

How can universal design principles such as flexibility, fault tolerance and ease of use be concretely implemented in digital course offerings (e.g., in LMS) to reduce barriers for students with diverse needs?

• Analyse how certain principles (eg. “observable information” or “low physical effort”) can be adapted when designing online materials and tasks.
• Consider specific digital practices that promote equitable use and intuitive user experience.

2. How could institutional support and structural adjustments (e.g., standardised lecture design, clear instructions and different material formats) become part of standard practice in higher education courses, rather than being introduced individually as needed?

• Consider the benefits of systematically establishing inclusive practices (e.g., availability of subtitles during lectures, transcripts, visual support) in terms of equality and quality organisation of teaching content.

3. How can the application of universal design for learning (UDL) contribute to better motivation, autonomy and self-regulation in learning among students, especially those with different learning styles or additional challenges?

• This can include elements such as multiple formats of teaching materials, different ways of demonstrating knowledge (text work, visual presentation, audio support) and the ability to learn at your own pace.

You should use the above notes as a basis for work in a later activity called Project Assignment "Make your e-course more inclusive" where they will help you greatly.