An examination of how universal design for learning can satisfy student expectations

Ryan, Marie; O'Sullivan, Kathleen

An examination of how universal design for learning can satisfy student expectations

Files

IJESS Paper 1.pdf(571.79 KB)

Published Version

Date

2022-08

Authors

Ryan, Marie

O'Sullivan, Kathleen

Publisher

International Journal of Education & Social Sciences (IJESS)

Abstract

This paper investigates first year social science students’ expectations and how these expectations can direct the design of continuous assessments. This paper shows how student expectations can be framed using the universal design for learning (UDL) framework. The data was collected using an online survey based on the MEPU questionnaire developed by (1,2). Analysis of the data revealed the expectations of the sampled social science students are both practical and altruistic. The students expect their time at higher education (HE) to not only prepare them to work in the job they want and develop new skills but to also facilitate a way to give back to society and relate what they have learnt to real life. This paper demonstrates how student expectations can be met by redesigning assessments. Using UDL, learning engagement for first year social science students is more relevant, authentic, and meaningful. Students’ expectations were satisfied. Findings allow for better informed curriculum and teaching to assist students in their transition to higher education resulting in higher-quality learning. There are implications for educators in terms of marrying students’ expectations using multiple modes of expression. Recommendations suggest the continued use of UDL to enhance student engagement and enjoyment on their learning paths.

Keywords

Higher education , Social science , Curriculum , Expectations , Universal design for learning

Citation

Ryan, M. and O'Sullivan, K. (2022) 'An examination of how universal design for learning can satisfy student expectations', International Journal of Education & Social Sciences (IJESS), 3(8), pp. 495-499.