Date

12-4-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Christopher Parrish

Keywords

Universal design for learning, postsecondary education, engagement, action, expression, barriers, learner variability

Disciplines

Higher Education | Online and Distance Education

Abstract

The purpose of this case study was to evaluate two postsecondary online courses through the lens of two Universal Design for Learning (UDL) principles, (1) engagement and (2) action and expression, to determine if learner variability was accommodated in the courses. The theory guiding this study, UDL, when effectively implemented as a teaching practice, is theorized to proactively meet the learning needs of different learners. The central research question focused on the extent to which UDL was realized in two online courses that had been designed with a student-centered approach. Qualitative research was conducted through a case study of two DoD courses, each considered a single case, to assess the learners’ experience and content of the courses using the UDL guidelines. The questions asked of the participants during data collection in the interviews and questionnaires were based on the existing framework of the UDL guidelines. Data analysis included content analysis of the data collected, assigning codes, finding themes, and comparing the two courses to ascertain commonalities of themes. The findings suggest both courses effectively implemented UDL by providing meaningful choices, flexible pacing, and diverse modes of interaction and expression. The study revealed instructional autonomy, technological fluency, and awareness of physical space limitations are critical for effective online learning. Flexibility in course design and fostering learning agency through meaningful choices and supportive environments enhance adult learners’ engagement and success.

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