Blended solutions

Abstract

PurposeThe purpose of this paper is to plan, implement, and deliver universal design for learning (UDL) benefits to a large class of undergraduate biology students.Design/methodology/approachThis pilot project used an online course site in the course management system (CMS) to establish a universal design (UD) and maintain it throughout a semester‐long class in undergraduate biology. Although the class is traditionally taught in a face‐to‐face lecture and lab format, this intervention is used to expand the representational, strategic, and affective aspects of the course.FindingsSurvey results and follow‐up interviews as well as student usage statistics and points earned on tests are collected and analysed, with the resulting data used to generate conclusions relating to the benefits of a UDL‐compliant supplemental site versus a supplemental site that does not apply UDL principles. While the students perceived‐added value in the UDL‐enhanced site, the overall intervention does not lead to improved grades leading to the possibility that there may be a “sweet spot” or optimal blend of tools and approaches.Research limitations/implicationsFurther research will be needed in order to establish a more reliable mode of using supplemental online course sites to deliver UDL. Specifically, it will be important to expand this pilot case to a wider range of courses including those that include more diverse populations of students.Practical implicationsThe CMS represents a potential means of delivering UD benefits in an optimal and replicable manner. It will be important to expand this pilot effort to identify an optimal balance of supports and also to increase its generalizability by including a wider range of courses, as well as those that include more diverse populations of students.Originality/valueThis paper uses a potentially replicable strategy to deliver the benefits of UD to college students. If an optimal balance of supports can be identified, this supplemental use of an online course site in the CMS could serve to deliver academic and student satisfaction benefits to a wide range of students, including those in the K‐12 setting.