As online learning continues to grow, learners come from more diverse backgrounds (Dabbagh, 2007) and require various accommodations (Kumi-Yeboah et al., 2020; Markey et al., 2023). Dr. Sofija Zagarins, a lecturer in Epidemiology at the School of Public Health and Health Sciences (SPHHS), UMass Amherst, and an experienced online instructor, has been working to ensure equitable access for all of her students to her online courses. Using a combination of the principles of Universal Design for Learning (UDL) (CAST, 2024) and the tools within the Learning Management System Canvas, Dr. Zagarins has developed strategies and approaches to meet the needs of her various learners and create flexible learning environments that accommodate individual learning differences and abilities.
“Individual students have unique learning styles and needs, and I use Universal Design strategies to provide students with multiple opportunities to engage with course material and demonstrate learning.” - Dr. Zagarins.
Understanding UDL
Universal Design for Learning seeks to remove barriers to learning by providing multiple ways for students to engage with material, demonstrate their knowledge, and stay motivated. The ultimate goal of UDL is “learner agency that is purposeful & reflective, resourceful & authentic, strategic & action-oriented” (CAST, 2024). The framework draws from the concept of universal design in architecture, which focuses on creating accessible spaces for everyone, regardless of their abilities. In education, this concept can mean offering a variety of ways for students to interact with the course. Various research has demonstrated the positive impact of UDL on student learning across diverse teaching contexts (Al-Azawei et al., 2016; Almeqdad, 2023).
While the principles of UDL are straightforward, putting them into practice, especially in an online educational setting, can be challenging. Instructors must develop and maintain a range of modalities, resources, and assessments to cater to diverse learners’ needs–and this additional workload can feel overwhelming.
Strategies to Implement UDL in Canvas
Dr. Zagarins has tackled these challenges by using Canvas to streamline the application of UDL in her courses. Her strategies emphasize the importance of efficiency and organization in creating accessible learning environments. Here’s how she does it:
Student Feedback
Dr. Zagarins’ students consistently praised her for the clarity of assignment expectations, the quality of feedback, and the organization of the course in Canvas. While her efforts focus on enhancing student engagement and access to course materials, Dr. Zagarins acknowledges that these methods also benefit her. Helping students navigate course policies and expectations more independently has reduced the number of emails and requests for extra help. Additionally, her office hours now tend to focus more on the application of course material and students’ future career goals and less on clarifying course policies or assignment instructions.
Lessons Learned from Implementing UDL Principles in Canvas
From these strategies, Dr. Zagarins has learned that each student brings unique perspectives and needs to the classroom, so instructors need to design courses with this diversity in mind. She also acknowledges that instructors should honor their own teaching styles and personalities, understanding that what works for one may not work for another. The focus should be on incorporating a variety of assessments and teaching approaches, ensuring that every student experiences an engaging and fulfilling class at least some of the time.
Implementing UDL in online learning may require more effort upfront, but the long-term benefits are significant. Dr. Zagarins’ experience demonstrates that with the right tools and strategies, educators can create courses that are accessible, engaging, and easier to manage. This approach not only supports diverse learners but also makes the teaching process more efficient.
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