The Effect of Universal Design for Learning (UDL) Application on E-learning Acceptance: A Structural Equation Model

Ahmed Al-Azawei,Patrick Parslow,Karsten Lundqvist

doi:10.19173/irrodl.v18i6.2880

Abstract

Standardising learning content and teaching approaches is not considered to be the best practice in contemporary education. This approach does not differentiate learners based on their individual abilities and preferences. The present research integrates a pedagogical theory Universal Design for Learning (UDL) with an information system (IS) theory Technology Acceptance Model (TAM). It aims to examine the effectiveness of a technology-enhanced traditional web design course on blended e-learning acceptance and learner satisfaction in which UDL principles (multiple means of representation, action and expression, and engagement) were implemented. This casts some light on the role of addressing curricula limitations on learner perceptions and e-learning adoption. A mixed research design combining survey and action methods was followed. Overall, 92 undergraduate students took part in the study. The research instrument was validated first. Subsequently, partial least squares-structural equation modelling (PLS-SEM) was applied to identify the path associated among constructs used in the proposed framework. The extended model accounted for 45.4% and 41.6% of the variance of perceived satisfaction and behavioural intention respectively. The findings suggest that using educational technologies to address curricula limitations is a bridge to enhancing learner willingness to accept e-learning.

Highlights

Educational institutions around the world have incorporated different learning technologies such as learning management systems (LMSs) in order to support the learning process
The effect of Universal Design for Learning (UDL) variables on perceived usefulness (PU), perceived satisfaction (PS), and intention to use (ITU) was tested in order to show their predictability
The aim was to explore their influence on PU, PS, and ITU elearning

Summary

Introduction

Educational institutions around the world have incorporated different learning technologies such as learning management systems (LMSs) in order to support the learning process. The Effect of Universal Design for Learning (UDL) Application on E-learning Acceptance: A Structural Equation Model Al-Azawei, Parslow, and Lundqvist technologies alongside traditional campus-based learning constitutes “blended learning.”. It has been widely adopted in higher education as a compromise between face to face (F2F) and web-based learning modes. Blended learning represents a possible solution to tackle the issue of learners’ differences by addressing their individual needs. According to Rose, Harbour, Johnston, Daley, & Abarbanell (2006), this approach is no longer addressing learner variety in today’s education. Online or blended e-courses should be designed and utilised in such a way that addresses individual learner needs

Methods

Results

Discussion

Conclusion