Applying Universal Instructional Design to Course Websites by Using Course Evaluations

Oct 15, 2026

Uploaded by awa

Explores how learner-centred teaching strategies and Universal Instructional Design (UID) can be applied to course websites to improve accessibility. Faculty at the University of Windsor administered teaching evaluations through the CLEW Learning Community across eight undergraduate courses, aiming to determine how far course delivery reflects UID for inclusive practice. Results suggested students perceived relatively high accessibility, while further research is needed to verify the extent to which websites truly implement UID-based approaches that promote broader accessibility.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages7

Reading Time18 min

AccessFree to download

Introduction

Learner-Centred, Teaching Principles and Universal Design

21 Applying Universal Instructional Design to Course Websites by Using Course Evaluations Irene Carter, Donald Leslie, & Denise Kwan University of Windsor The authors explore their use of learner-centred teaching strategies and Universal Instructional Design (UID) on course websites. UID is based on universal design, the design of products and environments intended to be usable by all people to the greatest extent possible (Burgstahler & Cory, 2008). UID applies universal design to instructional products and environments, including course websites. Seeking to assess and improve course website accessibility, faculty aimed to consider to what extent they employ UID as a means to promote inclusive practices and greater accessibility. Through the University of Windsor’s university-wide learning management system (CLEW) Learning Community, faculty administered teaching evaluations to students in eight undergraduate courses. Although the evaluations indicated students considered website course delivery involved a fairly high level of accessibility, future studies are required to determine to what extent course websites reflect UID-based teaching strategies that promote accessibility. Introduction FichNonh eAtmaelr[i.ca](i.ca)(2003n pos -seestimconadteary thestudnumbeents writhofa disability ranges from 5% to 11%(p.75) . Bryson (2003) illustrates that in a class of 50 students, there will likely be four with auditory learning disabilities, one to two with visual/organizational visual disabilities, one to two with visual or hearing impairments, one with lower ability, two to four with mental health issues, two to four with attention deficits, one to three with medical conditions, one to three with mobility limitations, and three to eight who are underprepared. This illustration of a class of 50 students indicates that the number of students requiring diverse methods of teaching and learning ranges from 32% to 58% . In Ontario, the Accessibility for Ontarians with Disabilities Act (2005) supports the plan to achieve accessibility by 2025 by developing, setting up, and enforcing accessibility standards that include services such as education. Accessibility for all post-secondary students results in increased rates of student recruitment, engagement, and retention (Ministry of Community and Social Services, 2008) . In this paper, we reinforce how important accessibility is in a post-secondary Ontario setting, specifically seeking to outline and evaluate guidelines and strategies that instructors can use, effectively, to create course websites that are accessible to all. Learner-Centred, Teaching Principles and Universal Design A learner-centred approach aims to meet students’learning needs based on the perspective of the student (Hubball, Gold, Mighty, & Britnell, 2007) . Instructors share decisions about learning with students, allowing them some control over their learning (Weiner, 2002) . Instructors aim to provide clear learning expectations, help students make use of their knowledge, and promote principles of accessibility while still upholding academic rigor. The Seven Principles for Good Practice in Undergraduate Education represents widely recognized, evidencebased teaching practices (Chickering & Ehrmann, 1996; Chickering & Gamson, 1987) . The principles include encouraging student-faculty contact, active listening, stressing time on task, providing prompt feedback, communicating high expectations, developing reciprocity and cooperation among students, and respecting diverse talents and ways of learning (Chickering & Gamson, 1987) . In a learner-centred environment, these principles apply to post-secondary websites and classrooms. Instructional methods that pose barriers for diverse learners lead to poor outcomes, including limited understanding of curricular material, inability to engage, frustration, lower grades, inability to complete the course, and lack of success in the course overall (Keeler & Horn

FAQs

What is Universal Instructional Design (UID) in the context of course websites?

UID applies universal design to instructional products and environments, aiming for usability by all people without specialized adaptation. In teaching, it emphasizes planning for equitable use, flexibility, clear information, error tolerance, and inclusive learning environments.

How did the University of Windsor faculty use course evaluations in the study?

Faculty administered teaching evaluations to students in eight undergraduate courses via the university-wide learning management system (CLEW) Learning Community. The evaluations assessed students’ perceptions of website accessibility and course delivery.

What conclusion did the study reach and what still needs further research?

Students reported fairly high accessibility in website course delivery. The authors conclude that further studies are required to determine how fully course websites reflect UID-based teaching strategies that promote accessibility.

Oct 15, 2026

Uploaded by awa