Understanding online faculty perceptions and design considerations regarding the principles of universal design for learning in online courses

Purpose This qualitative case study aimed to explore faculty perceptions and design considerations regarding the application of Universal Design for Learning (UDL)principles to support diverse learning needs and student success. Design/methodology/approach Five faculty members from a public urban research university were interviewed through semi-structured interviews. Participants also submitted online course artifacts for review to illustrate the implementation of UDL principles. Inductive thematic analysis was used to answer two research questions that guided this study: How do faculty apply UDL guidelines in their online course design? How do faculty perceive the challenges of incorporating UDL guidelines into the design of online courses? Findings Participants discussed applying UDL strategies to their online course designs, including those related to structure and usability. Participants also shared challenges in applying UDL principles in online course design, including increasing engagement and a lack of institutional support. Research limitations/implications Future studies should examine the application of UDL principles from a student perspective to broaden the understanding of effective strategies. Practical implications These findings have implications for online program administrators, online faculty, course designers, and developers. Social implications The results of this study showed that engagement was the most frequently represented UDL principle. During the interviews, all participants shared their aspirations to increase engagement in their courses. Originality/value This study revealed key findings regarding the application of UDL standards to online faculty's design considerations.