Distance Education/Dispersed Learning

Universal Design for Learning and Best Teaching Practices

The underlying premise of distance education is that educational opportunities are available anytime, anywhere, and are designed for everyone (universal design for learning). Underlying the concept of universal design for learning is that a curriculum includes alternatives that make the learning accessible and applicable to students with different backgrounds, learning styles, abilities, and disabilities. When an instructor varies the way a lesson is taught, be it in-person or at a distance, more students benefit.

Universal design for learning (UDL) is defined by Bremer and colleagues as an environment and course materials that allow all students, regardless of their abilities and backgrounds, the same access to academic success. The principles of UDL propose adapting instruction to individual student needs through the following:

• 1.
  Multiple means of presentation of information to students (e.g., digital text, audio, video, still photos, images, and all with captions as appropriate)
• 2.
  Multiple means of expression by students (e.g., writing, speaking, drawing, video-recording, assistive technology)
• 3.
  Multiple means of engagement for students (e.g., choice of tools, adjustable levels of challenge, cognitive supports, novel or varied grouping)

Learning increases when different methods, such as slides, videos, music, role-playing, or small group activities are incorporated into the classroom or instructional materials. Flexibility is essential in the learning process. When the design of instruction takes into consideration the many different types of learning styles, the classroom setting, local events, and the students' personalities, the classroom environment is enhanced, and everyone benefits. UDL builds upon educational traditions and best teaching practices that are very well established in practice and documented in the research literature.

Best teaching practices stand the test of time and are enhanced with technology innovations. The seven principles of best practice, as identified by Chickering and Gamson, are as effective in a distance education environment as they are in a traditional face-to-face classroom. UDL provides a blueprint for creating flexible goals, methods, materials, and assessments that accommodate learner differences.

Distance Education Development and Delivery

Distance education can be developed and offered using a variety of tools and methods. Today's available technology tools for delivering Web-based learning and developing Web-based learning materials can include systems for content and learning management (e.g., Blackboard, WebCT) and designed Web sites (e.g., live, dynamic-interactive). There are as many reasons for choosing one learning management system or delivery method over another as there are systems and methods. Blackboard and WebCT are similar and operated by the same organization. They both allow for secure administration of a wide array of online instructional units and materials and for student information management across the PC and Mac hardware platforms. Both products allow for faculty or instructional designers to develop online instructional units using the templates, tools, and components of the learning and content management system. eCollege is a very similar product to Blackboard and WebCT, but the online instructional unit development is often handled by the company using the contracting institution's or faculty's content. The integration with student information systems is similar in Blackboard, WebCT, and eCollege. For a contracted fee with the delivering institutions, most content and learning management systems can manage and deliver HTML, flash, and multimedia instructional materials as well as share content through file exchange tools and manage communication as e-mail redirection portals. There is a wide variety of proprietary learning management systems, [Page 167]developed within educational institutions, that perform similar functions.

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