Coffee Talk: Applying Backward Design & Universal Design for Learning (UDL) to Online Courses
PIDP 3360
Challenges & Trends in Online Learning Research Assignment
Five years ago, my organization abruptly transitioned from face-to-face classes to synchronous online course in response to COVID-19. We began with Cisco’s Webex, a platform rich with features like whiteboards, polls, quizzes, and breakout rooms designed to enhance online learning. However, facilitators often overused these tools, opting for quantity over simplicity, which disrupted session flow and led to learner disengagement during the chaotic transition.
A year later, we shifted to Microsoft Teams as our primary platform. Unlike Webex, Teams required external apps for features like whiteboards and polls, forcing facilitators to switch between tabs. This complexity caused a pared-down approach, with the facilitators focusing on mastering the basics improving course flow
Won’t we go back to Face-to-Face learning after the pandemic?
Not according to Educause survey results that indicated “Students are now expressing stronger preferences for modalities that are mostly or completely online.”(Robert, 2021) The new-normal aligned with the students’ preferences for more online learning.
Synchronous courses, while interactive, present unique challenges:
- Cognitive overload: Dense, fast-paced sessions can overwhelm students.
- Unequal participation: Shy or distracted students may disengage.
- External distractions: Home environments can disrupt focus
- Scheduling constraints: Fixed times may not suit all learners, especially those in different time zones or with caregiving responsibilities.
Without careful planning, these barriers can reduce the effectiveness of online learning and chip away at the learner’s motivation to get the most out of the course.
Fast forward to today, the facilitators has mastered the limited features of MS Teams, and it may be time to make adjustments that maintain learner motivation and enhance engagement finally addressing this ongoing challenge.
How can Backward Design and UDL be integrated effectively in synchronous online courses to increase motivation and Learner engagement?
Integrating Backward Design and Universal Design for Learning (UDL) provides a structured yet flexible approach that addresses these challenges. Backward Design ensures clarity and alignment of learning goals. It starts with defining learning outcomes and builds assessments and activities to align with them. This clarity ensures that learners “gain proactive control of the situation and have a long-term view” (Avenues The World School, 2013) of the goals of the course.
UDL fosters accessibility and inclusivity by accommodating diverse learner needs “creating space for learners to make sense of content individually and collectively through interaction and reflection.” (CAST, 2024)
Together, these frameworks enhance engagement and motivation, making virtual classrooms more effective and equitable.
I guess opposites really do attract…
