Improve the Flipped Classroom with Universal Design for Learning

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Author(s): Thomas J. Tobin (The Pennsylvania State University, USA)and Barbi Honeycutt (FLIP It Consulting, USA)
Copyright: 2017
Pages: 23
Source title: Handbook of Research on Innovative Pedagogies and Technologies for Online Learning in Higher Education
Source Author(s)/Editor(s): Phu Vu (University of Nebraska at Kearney, USA), Scott Fredrickson (University of Nebraska at Kearney, USA)and Carl Moore (University of DC, USA)
DOI: 10.4018/978-1-5225-1851-8.ch019

Keywords: Education / Educational Technologies / Information Science Reference / Technologies in Higher Education

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Abstract

The flipped-classroom approach has been adopted widely across higher education. Some faculty members have moved away from it because of the perceived workload required in order to implement a full course “flip.” Faculty members can adopt the three principles of Universal Design for Learning (UDL) in order to reduce their own workload and make their flipped-classroom content and interactions more engaging, meaningful, and accessible for students. Adopting both the classroom flip and UDL provides benefits to learners and instructors that go beyond adopting either separately.

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Improve the Flipped Classroom with Universal Design for Learning

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