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Full-Text Articles in Education
Universal Design For Learning Implementation In Higher Education: Survey Of Faculty And Instructional Designers, Breanne A. Kirsch, Tian Luo
Universal Design For Learning Implementation In Higher Education: Survey Of Faculty And Instructional Designers, Breanne A. Kirsch, Tian Luo
STEMPS Faculty Publications
Universal design for learning (UDL) is an inclusive design framework. Faculty and instructional designers were surveyed to investigate UDL implementation in higher education. This survey was based on one used by Westine et al. (2019). Results about how faculty and instructional designers learn about UDL, how instructional designers train and support faculty in UDL, and why and how participants choose to employ UDL are shared. The results from this study have provided new findings in relation to faculty and instructional designer UDL implementation efforts in higher education that have implications for training and supporting faculty with UDL application efforts.
A Nexus Of Literate Activity: The Design Of Writing Assignments In The Disciplines, Lauriellen Stankavich
A Nexus Of Literate Activity: The Design Of Writing Assignments In The Disciplines, Lauriellen Stankavich
English Theses & Dissertations
Writing plays a critical role in higher education as students are inducted into disciplinary practices through different genres, methodological repertoires and argumentation strategies. In Writing Across the Curriculum (WAC) initiatives, the instructor serves as an embodied reservoir of disciplinary knowledge and an arbiter of literate practices but most crucially employs the mediating capacities of the writing assignment as a potent pedagogical nexus. In this practice space, the instructor acts as designer of the pedagogical experience—the course as a whole and writing assignments in particular. This study used interviews, survey, and the collection of syllabi and other instructional artifacts to examine …
Exploring Faculty Perceptions Of Professional Development Support For Transitioning To Emergency Remote Teaching, Ana Redstone, Tian Luo
Exploring Faculty Perceptions Of Professional Development Support For Transitioning To Emergency Remote Teaching, Ana Redstone, Tian Luo
STEMPS Faculty Publications
Professional development (PD) for instructors at higher education institutions offering online courses is important for assuring the quality of online programs. However, PD opportunities for faculty members have often been piecemeal and inadequate. In light of the COVID-19 pandemic that forced instructors around the world to teach online, PD has become even more critical to the success of the instructors, students, and institutions themselves. This paper describes research conducted at a large university in the United States that used a survey developed to operationalize Baran and Correia’s (2014) holistic Professional Development Framework for Online Teaching (PDFOT). The survey identified strengths …
The Effect Of Standardised Learning Diaries On Self-Regulated Learning, Calibration Accuracy And Academic Achievement, Avanelle Joseph-Edwards
The Effect Of Standardised Learning Diaries On Self-Regulated Learning, Calibration Accuracy And Academic Achievement, Avanelle Joseph-Edwards
STEMPS Theses & Dissertations
The online learning environment is a dynamic yet complex learning modality. Students are physically separated from their peers, they grapple with feelings of isolation, and they may be unable to self-regulate their learning. Studies have shown that self-regulation is related to academic achievement and student metacognitive monitoring in online settings. The present study investigated the effects of a standardized diaries on students’ self-regulatory behaviors, calibration accuracy and academic achievement within an online learning environment. Using this self-monitoring and evaluation tool, forty online graduate students enrolled in a research methods course at a southeastern university in the United States participated in …