A SCOPING REVIEW OF INCLUSIVE ONLINE HIGHER EDUCATION: LEVERAGING UDL PRACTICES

Abstract

The universal design for learning (UDL) framework was established in 1998 with two associated parts to the framework. The universal design of instruction (UDI) and universal instructional design (UID) learning design practices are related to the UDL framework, yet do not always emerge in research as connected learning practices due to limited search terms connecting them in previous literature reviews. Adding targeted search terms in a scoping review formed a broader picture of UDL, UDI, and UID practices from peer-reviewed and grey literature. UDL was originally designed to reduce barriers to learning for students with disabilities in learning environments, yet recent investigation has demonstrated that UDL has become associated with the atypical variability that exists across individuals. This dissertation explores how UDL has been researched and implemented since the framework was developed. A systematic scoping review was conducted. Inclusion criteria involved: (a) peer-reviewed and non-peer reviewed artifacts; (b) grey literature, including non-peer reviewed professional or government websites, policy papers, government, and professional publications written by researchers and educators; and (c) artifacts that cite UDL, UDI, and UID practices in an inclusive OHE environment with publication dates from 2000 to 2020. A three-stage process was involved using Zotero software to (a) aggregate a collection of artifacts as described above and establish reliability; (b) distil collection for duplication, review abstracts and executive summaries for inclusion, and sort by research question parameters; and (c) review remaining artifact data in detail and arrange in themes. Recommendations include faculty/institution responsibility for implementation; increased attention to accessibility of course content and instructional design practices, co-creation of knowledge; and involvement of academic librarians as part of a comprehensive strategic plan. This dissertation may contribute to a more in-depth analysis of how UDL/UDI/UID is examined in relation to creating inclusive OHE learning environments for students with disabilities, students from marginalized populations, and all learners. Implementing these recommendations would help realize the benefits of a flexible, inclusive OHE that these practices promise.