Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Education
Utilization And Effect Of Multiple Content Modalities In Online Higher Education: Shifting Trajectories Toward Success Through Universal Design For Learning, Catherine A. Manly
Utilization And Effect Of Multiple Content Modalities In Online Higher Education: Shifting Trajectories Toward Success Through Universal Design For Learning, Catherine A. Manly
Doctoral Dissertations
The idea that offering multiple means of representing course content will assist students of all abilities constitutes one pillar of Universal Design for Learning (UDL), a framework intended to address needs of students with disabilities while also holding relevance for all students. The efficacy of this UDL guideline lacks a verified empirical basis and therefore merits rigorous examination. My dissertation investigates the effect on learning outcomes of students using multiple modalities while learning course content (e.g., text, video, audio, interactive, or mixed content), targeting improving educational success for non-traditional online students. I investigate this effect for older undergraduates from a …
Talking The Walk: Incorporating Intergroup Dialogue Processes Into A Critical Service-Learning Program, David Neely
Talking The Walk: Incorporating Intergroup Dialogue Processes Into A Critical Service-Learning Program, David Neely
Doctoral Dissertations
Service-learning, particularly critical service-learning, is relational work that endeavors to create and maintain more just relationships among students and community members within and across social identity groups (Mitchell, 2008). It is essential that students in service-learning courses learn how to talk, listen and collaborate with community members in ways that acknowledge and explore how social identities, privilege, and oppression impact people’s life experiences and relationships. However, in our socially-segregated society, in which schools and neighborhoods are as divided by race and income as they were half a century ago (Reardon & Bischoff, 2011; Reardon & Owens, 2014), many college students …