Applying Universal Design for Learning to Restructure Higher Education

Abstract

Through encompassing and reviwing numerous amount of research papers, books etc. within this paper I argue that conventional framework of learning can easily be over whelmed by implementing Universal Design for learning due to its eminent adaptable features. Its use could highly elevate students experience and involvement within class room, further it can significantly reduce barriers while engaging and gaining instructions; furthermore, the most important aspect would be to help elevate students’ achievements by providing a healthier and appropriate environment which could eminently support and reduce challenges faced by all students. Though many methodologies in past decade have been conducted to promote the support system for students such as flipped classroom teaching methodologies, promoting use of technologies in an extravaganza fashion to reduce pressure but the limitations upon every technique used have had its negative impact on either sect of the classroom and thus the idea behind conducting this research is to promote and facilitate students from all backgrounds. To implement the UDL framework, Qusai-Experimental design was used where experi mental group was taught by UDL framework approach; however the control group was engaged through conventional teaching approaches. The participants consisted of 50 students, who have had basic knowledge of computer science subject. The quantitative method was employed for collection of data. Within this research the tools used for data collections are Short Self-Regulatory Questionnaire Survey (SSRQ) to measure Self-regulation, Self-Efficacy Survey (SES) to measure Self- Efficacy and Reduced Instructional Material Motivation Survey (RIMMS) to measure Learning Motivation. Result from Pre-Test and Post-Test supported that implementing UDL approach and inclusive education upon highly education should gain significant emphasis due to its positive impact on higher audience’s learning and academic achievement.