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ERIC Number: ED566789
Record Type: Non-Journal
Publication Date: 2016
Pages: 273
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3394-8323-8
Application of Universal Design for Learning in Corporate Technical Training Design: A Quantitative Study
Irbe, Aina G.
ProQuest LLC, Ph.D. Dissertation, Capella University
With the rise of a globalized economy and an overall increase in online learning, corporate organizations have increased training through the online environment at a rapid pace. Providing effective training the employee can immediately apply to the job has driven a need to improve online training programs. Numerous studies have identified that the application of Universal Design for Learning (UDL) principles to course development in the K-12 environment and university settings reached a more diverse audience and in turn, improved learning outcomes In contrast, little research exists regarding how the application of the UDL principles to instructional design practices and strategies affects participant achievement in self-paced online training in the corporate setting. To provide insight into if and how the application of UDL on the design of a corporate self-paced, online course influences the learner posttest results, this study used an experimental, quantitative approach applying a randomized two-group design to compare the posttest results of two self-paced online courses with the same technically-focused content designed with traditional and UDL instructional design strategies, respectively. Additionally, the study explored to what extent the application of UDL as an instructional design strategy impacted participant posttest achievement in the cognitive and psychomotor learning domains. A t-test was used to analyze the overall posttest scores, followed by the use of a Multivariate Analysis of Variance (MANOVA) to examine the dependent variables (cognitive and psychomotor domain) posttest scores. The participants in the study included only corporate or federal employees. Overall, the study concluded that application of UDL did not positively or negatively change participant overall scores or affect the participants' overall posttest results for the knowledge based (cognitive) section. However, participant achievement was positively influenced in the skills-based (psychomotor) section. Based on these findings UDL should be considered and further researched as an instructional design strategy for online training and online training in the corporate environment, especially for the development of skills-based content. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A