UID Summary
What We’ve Learned
Below we highlight the results of the UID Project evaluation component.
For actual research results, please see the following reports by
researchers Linda Yuval and Karen Korabik:
- Measured Outcomes of the Universal Instructional Design Project
(summary) RTF | PDF
- (Final) Evaluation Report on the UID Project at the University of
Guelph RTF | PDF
UID Project Research Highlights (first presented in September
2003 by Aldo Caputo, Project Director)
The following report highlights the benefits derived by students
as a result of the University of Guelph’s UID project.
The project involved the education of instructors about UID principles,
as well as their implementation in a number of courses.
Highlights
- evidence that the project has been successful in implementing
UID and creating the conditions for learning already determined
to be beneficial to students with learning disabilities
- reporting from the students themselves of significant improvement
in their confidence attitudes, and success
- reporting from faculty of significant improvement in student
performance
Summary
- the implementation of UID characteristics has had a positive
impact on the learning environment. This is evidenced by
a comparison of pre- and post scores reported by students on positive
learning environment traits. Scores were generally higher
across the board, including measures such as:
- the learning environment is physically accommodating ..............
+24%
- course material is available in alternative formats .......................
+21%
- course material is available in digital format................................
+24%
- the professor respects the diversity of students in the class........
+21%
- the course material respects the diversity of students in
the class+15%
- students have access to all parts of the curriculum.....................
+14%
- There was also a correlation between the implementation of UID
principles and academic self-efficacy. In other words,
the more UID principles were applied to the course, the greater
the students’ confidence in their own ability to succeed.
All eight measures of self-efficacy were significantly greater
in the post-assessment, including:
- their ability to achieve appropriate grades..................................
+21%
- their ability to make understandable notes ................................
+20%
- their level of understanding .......................................................
+19%
- The students’ emotional states were measured using
PANAS – positive and negative affect scale. The emotions
measured form the preconditions to successful learning as well
as indicate a healthy learning environment. Positive emotions
increased and negative emotions decreased after UID implementation.
These results also correlated with the degree of UID implementation.
Measures that improved included:
- enthusiasm........................................................
+16%
- pride..................................................................
+16%
- excitement.........................................................
+14%
- feeling active......................................................
+14%
- irritability.............................................................
-10%
- These results were also consistent with those from Guelph-Humber,
which indicated a positive influence of UID. For instance, greater
implementation of UID resulted in:
- students’ higher perceived ability to perform academic
tasks
- students feeling more energetic, enthusiastic, active and
alert
- student feeling less distress and displeasure
- Learning Commons Supported Learning Groups update
- the UID funding to the SLG program has allowed them to revise
existing session activities to meet UID principles, create
new session activities, and purchase tools to make course
content more accessible to all learners. As well, discussion
between SLG leaders and faculty has led to better understanding
of UID principles and application in their course.
- preliminary impact on students was measured but was unavailable
at this time.
Non-Equivalent Data
Professors also reported increased student performance and
satisfaction. In particular, the results of official student
surveys from two courses are offered as non-equivalent data supporting
the claim that UID had a positive impact on students.
According to the instructor, grades on the Nutrition 4040 final
exam went up as much as 20% after the implementation of UID to
her course. Course changes included the development of materials
in alternative formats, online practice quizzes, and study questions.
These results were featured in the report dated June 1, 2003.
In the Chemistry 1040 class, a large cohort that typically includes
a significant number of LD student, the results of a learning
impact study found that the multimedia simulations on the website,
some of which were created or improved through the UID project,
did enhance their learning. Students report that the materials:
- helped them learn in a different way.......... 3.76 (5 point
likert scale)
- help them learn at their own pace ............ 4.12
- help them visualize difficult concepts......... 3.56
- were valuable to their learning................... 4.16-4.24
(individual components)
The first three measures are all characteristics that are generally
recognized to be beneficial to students.
A Word on Grades
The use of grades, however, cannot be held as a reliable measure
across all situations. The variations in courses, teaching methods,
and technologies used mean that several key variables are inevitably
confounded when we look at the impact of UID in these specific
classes. This fact limits the generalizations that can be drawn
from our current work, but it also helps direct the research needs
for the future.
For further research results, please see the following reports
by researchers Linda Yuval and Karen Korabik:
- Measured Outcomes of the Universal Instructional Design Project
(summary) RTF | PDF
- (Final) Evaluation Report on the UID Project at the University
of Guelph RTF |
PDF
|
