A Transcendental Phenomenological Study of Faculty Use of Universal Design for Learning That Includes Multiple Means of Expression While Teaching Online General Education Courses at a Technical College
School of Education
Doctor of Education in Curriculum & Instruction (EdD)
Universal Design Learning, Multiple Means of Expression
Curriculum and Instruction | Education
Baucham, Monique Stephaun, "A Transcendental Phenomenological Study of Faculty Use of Universal Design for Learning That Includes Multiple Means of Expression While Teaching Online General Education Courses at a Technical College" (2020). Doctoral Dissertations and Projects. 2616.
Little is known about the perceived benefits of Universal Design for Learning (UDL) to help college students with learning disabilities. The purpose of this transcendental phenomenological study was to study general education faculty members’ perceptions on student achievement when faculty employ multiple means of expression, the third principle of UDL, which is to vary the means of assessment at a technical college in southeastern Georgia. The transcendental phenomenological studies human experiences. The theoretical framework used to guide this study includes two adult learning theories: Knowles’s (1998) andragogy and Mezirow’s (1996) self-directed and transformational learning. Vygotsky’s zone of proximal development was also applied. The research questions were designed to give insight into the faculty’s experiences with UDL, assessing multiple means of expression, barriers to the implementation of multiple means of expression, and their perceptions of the impact on student performance. The participants included 14 general education faculty at a technical college in Southeast Georgia. Interviews, surveys, and course evaluations of faculty courses were used to collect data. Textual data were transcribed and inputted into In Vivo for thematic analysis. Six themes emerged highlighting the lack of training and knowledge regarding the use of multiple means of expression.