Disruptions to learning and teaching in higher education during Covid-19 resulted in an abrupt shift towards online curricula (Salas-Pilco et al., 2022). This presented a range of concerns and vulnerabilities, from infrastructure challenges (Baker et al., 2021) to integrity concerns (García-Peñalvo et al., 2021), with lasting consequences for learner satisfaction and engagement.
To address the online learner experience, we redesigned an online sociology course in teacher education, specifically, to consider the design processes and features that would ‘work best’ in improving satisfaction and engagement (see Sheridan & Gigliotti, 2023). A central tenet was the need to optimise learning for all students. The Universal Design for Learning (UDL) framework provides practical ideas, proposing multiple means of: 1) engagement (interests & motivation); 2) representation (ways of acquiring information); and 3) action/expression (learners demonstrate what they know). What occurred were increased choice and autonomy, a focus on relevance, value and authenticity, and a reduction in online distractions.
We used Fink’s (2007) curriculum model of integrated course design (ICD) and Fink’s (2003) interactive taxonomy of significant learning model as guidelines to improve engagement and satisfaction for our course redesign. The redesign resulted in an increase in student engagement, through explicit learning goals, an expanded variety of learning challenges and regular feedback. Students had the opportunity to manage information and resources, plan and pace their own learning, and monitor their own progress. They engaged in reflective practice – connecting ideas and building self-regulation.
