Accommodating diverse learning styles in an online environment
Accommodating diverse learning styles in an online environment - Dating sites that allow nudity
Non-traditional students from rural and remote communities particularly appreciated the supports that were put in place to address issues of isolation and the excessive reliance on text (Rao, Eady, Edelen, Smith, 2010), such as regular virtual meetings online and course content presented in multimodal formats.Students reported that having audio and video files (prepared by the instructor) about key course concepts in addition to the textbook for the course helped them comprehend content and made the course feel manageable.
Instructors often design courses before they know exactly who will be enrolled.UD principles can be taken into consideration when making determinations about various course elements and pedagogical practices for an online course, including decisions about how to use both asynchronous (e.g.course management systems) and synchronous technologies (e.g virtual classrooms via web-conferencing).optimal kind of instruction to suit each group’s common needs and preferences.Instead of focusing on written products, consider evaluating reading comprehension through questions and activities that test different aptitudes.Table 2 provides an overview of the pedagogical strategies that instructors can incorporate when designing and implementing online courses in order to address the four challenges presented in Table 1 for non-traditional learners, and maps how the strategies align to universal instructional design principles.
Though Table 2 specifically aligns strategies to the UID principles, these course elements and strategies also align to the principles of the other UD educational models of Universal Design of Instruction (UDI) and Universal Design for Learning (UDL).Weekly synchronous "virtual class" meetings using a web-conference environment (e.g., Elluminate or Blackboard Collaborate) provided a connection with instructors that the students found sustaining and supportive.Students appreciated the fact that during the synchronous sessions, the instructors presented slides and a lecture about the course content and also included engaging activities that fostered active discussion and interaction.The principles of these three UD educational models have similarities, each stemming from the core universal design philosophy of creating access to learning environments and curricular content.Detailed descriptions of the strategies described in Table 2 can be found in the Rao and Tanners (2011) article in the Course surveys and interview data indicate that students have favorable perceptions of courses that incorporate elements that align to universal design principles.During the instructional design phase, instructors can include course elements and pedagogical strategies that will address the needs of various types of diverse students who may enroll in their courses.