Universal Design for Learning: The More, the Better?

Marvin Roski; Malte Walkowiak; Andreas Nehring

doi:10.3390/educsci11040164

Details

Original language	English
Article number	164
Journal	Education Sciences
Volume	11
Issue number	4
Publication status	Published - 1 Apr 2021

Abstract

An experimental study investigated the effects of applying principles of the Universal Design for Learning (UDL). Focusing on epistemic beliefs (EBs) in inclusive science classes, we compared four groups who worked with learning environments based more or less on UDL principles and filled out an original version of a widely used EBs questionnaire or an adapted version using the Universal Design for Assessment (UDA). Based on measurement invariance analyses, a multiple indicator, and multiple cause (MIMIC) approach as well as multi-group panel models, the results do not support an outperformance of the extensive UDL environment. Moreover, the UDA-based questionnaire appears to be more adequately suited for detecting learning gains in an inclusive setting. The results emphasize how important it is to carefully adopt and introduce the UDL principles for learning and to care about test accessibility when conducting quantitative research in inclusive settings.

Keywords

Epistemic beliefs, Inclusive science teaching, Science education, Universal design for assessments, Universal design for learning

ASJC Scopus subject areas

Social Sciences(all)
Education
Psychology(all)
Developmental and Educational Psychology
Social Sciences(all)
Public Administration

Cite this

Universal Design for Learning: The More, the Better? / Roski, Marvin; Walkowiak, Malte; Nehring, Andreas.
In: Education Sciences, Vol. 11, No. 4, 164, 01.04.2021.

Research output: Contribution to journal › Article › Research › peer review

Roski, M, Walkowiak, M & Nehring, A 2021, 'Universal Design for Learning: The More, the Better?', Education Sciences, vol. 11, no. 4, 164. https://doi.org/10.3390/educsci11040164

Roski, M., Walkowiak, M., & Nehring, A. (2021). Universal Design for Learning: The More, the Better? Education Sciences, 11(4), Article 164. https://doi.org/10.3390/educsci11040164

Roski M, Walkowiak M, Nehring A. Universal Design for Learning: The More, the Better? Education Sciences. 2021 Apr 1;11(4):164. doi: 10.3390/educsci11040164

Roski, Marvin ; Walkowiak, Malte ; Nehring, Andreas. / Universal Design for Learning: The More, the Better?. In: Education Sciences. 2021 ; Vol. 11, No. 4.

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title = "Universal Design for Learning: The More, the Better?",

abstract = "An experimental study investigated the effects of applying principles of the Universal Design for Learning (UDL). Focusing on epistemic beliefs (EBs) in inclusive science classes, we compared four groups who worked with learning environments based more or less on UDL principles and filled out an original version of a widely used EBs questionnaire or an adapted version using the Universal Design for Assessment (UDA). Based on measurement invariance analyses, a multiple indicator, and multiple cause (MIMIC) approach as well as multi-group panel models, the results do not support an outperformance of the extensive UDL environment. Moreover, the UDA-based questionnaire appears to be more adequately suited for detecting learning gains in an inclusive setting. The results emphasize how important it is to carefully adopt and introduce the UDL principles for learning and to care about test accessibility when conducting quantitative research in inclusive settings.",

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author = "Marvin Roski and Malte Walkowiak and Andreas Nehring",

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