Convenience and accessibility have instigated strong growth in the deployment of computer facilitated learning, but the wide variations in design approaches seen today indicates the value of promulgating research-based guidelines for these courses. This session examines recent developments in instructional design theories that impact how we prepare and present online content. Special emphasis will be given to the relationship between UDL and the Cognitive Theory of Multimedia Learning, especially how Mayer’s recent research on boundary conditions can support the tenets of UDL for learners of all abilities. Examples of accessible multimedia instruction will be shown, as well as empirical data on the efficacy of various presentation styles. 

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Online learning options provide the opportunity to engage, individualize instruction, and provide greater flexibility in academic offerings and learning environments, in a way that our traditional education system has often been challenged to do. For over two decades, online learning environments have redefined what it means “to go to school"; for hundreds of thousands of K-12 students; and over the past two months, millions of students and teachers have been thrust into teaching and learning online due to the COVID-19 pandemic.

This session provides insights regarding the history and growth of online learning in K-12 education in the U.S., provides a discussion on the benefits and challenges of online teaching and learning, and shares best practices for ensuring high-quality online learning implementations.

Session Video Recording
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In this resource, participants will learn how the guiding principles of Universal Design for Learning (UDL) and Quality Matters (QM) can be used together to enhance online virtual and blended learning. Within this resource the authors present complimentary ideas to enhance online learning, including the leading elements from a set of practical UDL and QM principles. This resource presents useful online learning strategies for implementation in a point/counter-point style. The goal is to demonstrate how UDL and QM principles relate well in designing online courses. Readers will learn more about UDL and QM principles so they can apply these ideas to their online courses in areas such as course (1) background/context, (2) design, (3) content, (4) feedback, and (5) student interaction.