Understanding online faculty perceptions and design considerations regarding the principles of universal design for learning in online courses

Attending classes on campus at a higher education institution is not the only option for students interested in furthering their education. Learners can increasingly participate in online courses or programs. Online learning trends have significantly grown over the last few decades. This growth has opened doors for learners who have not had the opportunity to pursue higher education (Cumming & Rose, 2022; Sandoval, Vázquez, Simon, & Sandigo, 2020; US Department of Education, 2016). Specifically, more than 11 million postsecondary students were enrolled in at least one online course in the fall of 2021 (NCES, 2023).

Due to its flexibility, online learning provides many options for students with disabilities and various other populations. As a result, learners from different cultural backgrounds, education levels, age groups, and career fields can access instructional content through online courses to achieve their personal and professional goals. Additionally, many online learners are nontraditional students, including first-generation, transfer, and returning students (Wynants & Dennis, 2017). The flexibility that online courses provide is ideal for adult learners with many responsibilities.

To capitalize on the demand for online courses, many educators have adopted Universal Design for Learning (UDL) principles to enhance the inclusivity and accessibility of their courses (Wright, Carley, Alarakyia-Jivani, & Nizamuddin, 2023). The UDL principles supports learners through its guidelines to assist in designing instructional curriculum, including assignments and learning content. UDL recognizes that since each learner is different, the curriculum should be flexibly designed to provide options for all learners (Fornauf & Erickson, 2020). Although UDL can support all learners, it is particularly helpful for students with disabilities. According to Dell, Dell, and Blackwell (2015), UDL is an ideal solution for supporting students with disabilities in online courses as it helps to eliminate learning barriers. Implementing UDL in online course design is imperative as the number of students with disabilities continues to increase (National Council on Disability, 2003; Wynants & Dennis, 2017).

Research indicates that online courses incorporating Universal Design for Learning (UDL) frameworks benefit all students, regardless of disability status. Because UDL effectively eliminates barriers to learning, its proven positive impact on student success is reason enough to adopt it (Black, Weinberg, & Brodwin, 2015; Evmenova, 2018). Furthermore, faculty members indicate that their willingness to implement these guidelines in online course design depends heavily on their familiarity with the framework and its practical application (Hsiao, Burgstahler, Johnson, Nuss, & Doherty, 2019). However, more research is needed to support this claim and identify specific methods on how faculty implement strategies learned from UDL training into their online course designs (Black et al., 2015; Fennelly-Atkinson, LaPrairie, & Song, 2022; Guilbaud, Martin, & Newton, 2021; Hromalik, Myhill, & Carr, 2020; Kumar & Wideman, 2014; Scott, Thoma, Puglia, Temple, & D’Aguilar, 2017).

Although online learning has grown and continues to grow exponentially, less than 20% of higher education institutions offered UDL or accessibility training for online course design before 2020 (Garrett, Simunich, Legon, & Fredericksen, 2021; Lowenthal & Lomellini, 2022).

The UDL framework consists of three principles, nine guidelines, and 31 checkpoints (see Figure 1). The three principles are multiple means of engagement, multiple means of representation, and multiple means of action and expression (Baybayon, 2021; Rao et al., 2014, 2017; Smith et al., 2019).

Students benefit from engaging content (Lei, Cui, & Zhou, 2018). Providing multiple means of engagement enhances students' experience by motivating them to participate, which is essential given that learners have varying levels of motivation. Considering a variety of ways to motivate learners through engagement increases the likelihood of reaching learners where they are (Cumming & Rose, 2022; Dyjur, Ferreira, & Clancy, 2021). This UDL principle can be achieved in many ways, including case studies, discussion forums, and group assignments, and often involves connecting to learners' cultural and background knowledge and professional goals (Dyjur et al., 2021; Houston, 2018).

Designing instructional content to ensure learners can access materials and grasp concepts is essential, especially in online courses (Dyjur et al., 2021; Rao et al., 2014). Offering alternative access to materials, such as electronic textbooks and assignment samples, is effective in implementing this UDL principle (Cumming & Rose, 2022; Dyjur et al., 2021; Rao et al., 2014). Providing multiple ways for learners to obtain information helps ensure it is received and understood (Cumming & Rose, 2022). Immediate access to instructional content also saves time as students will not have to wait for updates based on individual learning needs or accommodations (Yang et al., 2024). This principle should also be considered when adding web pages to instructional content for online courses. If a web page cannot be read with a screen reader or navigated with a keyboard, learners with visual or mobility challenges will be unable to access it (Farley & Burbules, 2022; Scanlon, Taylor, Raible, Bates, & Chini, 2021).

The final UDL guideline involves autonomy, encouraging students to showcase their understanding of instructional materials (Dyjur et al., 2021; Rao, 2021). Developing assignments with a variety of options for completion allows students to select the choice that best suits their learning style and interests (Dyjur et al., 2021). Flexibility in demonstrating what was learned from the learning experience contributes to learners' confidence not only in their ability to learn but also in their ability to express themselves (Cumming & Rose, 2022). The implementation of interactive media to boost participation is an effective way to use this principle (Rao, 2021). Allowing students to choose among different modalities for assignments, projects, and discussion boards can promote action and expression in online courses (Yang et al., 2024). When students can select from various media methods for assignments, such as a presentation, podcast, or video, their confidence in learning grows as they complete tasks that align with their interests. The UDL framework aims to develop expert learners who are purposeful and motivated through multiple means of engagement, resourceful and knowledgeable through multiple means of representation, and strategic and goal-directed through multiple means of action and expression (CAST, 2023).

UDL is recognized as a proactive solution for online learning to increase accessibility, as it allows students to access learning materials without relying on their instructor or the office of disability services during business hours to help them access specific course materials or programs (Cullipher, 2017).

This framework is commonly used in online learning because it helps students gain access to the electronic instructional content and activities (Cumming & Rose, 2022). Singleton, Evmenova, Kinas Jerome, & Clark (2019) recommend further enhancing the quality of online learning experiences for students by welcoming students through videos, sharing details on how to navigate the course, and ensuring full accessibility by providing captions, transcripts, and accessible course documents. Research has also shown that implementing UDL principles in the course design phase supports a greater number of learners (Houston, 2018; Hromalik et al., 2020).

UDL can be used in multiple ways to support a broad range of student needs and is enhanced by technology (Evmenova, 2018; Meyer, Rose, & Gordon, 2014). Presenting course materials in different ways reaches a wide range of students and improves information processing (Díaz-Vega, Moreno-Rodríguez, & López-Bastías, 2020). Creating assignments with completion options and using relatable real-life situations, in addition to providing varied resources, are examples of effective ways to use UDL (Chodock & Dolinger, 2009; Cumming & Rose, 2022). Allowing students to choose methods to demonstrate attainment of objectives allows them to incorporate their strengths and interests (Díaz-Vega et al., 2020). Providing students with course materials that work efficiently with assistive technology, such as screen readers (Singleton et al., 2019). Faculty should be familiar with UDL in order to effectively implement its strategies to enhance the inclusiveness and accessibility of online courses.

In addition to designing online courses to support various learner needs, online faculty must also consider how content is accessed through assistive technologies (Yang et al., 2024). The U.S. Department of Education recognizes the following disabilities: “autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, intellectual disability, multiple disabilities, orthopedic, speech-language, and visual impairment, and traumatic brain injury” (Schilling-Dickey, 2022, p. 90). Over 2.4 million students attending higher education institutions in the United States have a disability (Accredited Schools, Online, 2016; Huss & Eastep, 2016). Nearly 75% of students with disabilities chose not to seek accommodation at their institutions (Wynants & Dennis, 2017). There are a variety of reasons why students opt out of seeking support. Not all students are aware of available resources; others may not realize they have a disability that qualifies for accommodation at the higher education level. Proactively designing courses to support all learners is essential, as learning barriers are more observable in online courses (Lowenthal & Lomellini, 2022; Rao, 2021). It is important for faculty who design online courses to consider learners with cognitive and mobility impairments, as they may experience challenges processing information (Burke, Clapper, & McRae, 2016).

Fortunately, there are laws in place that enforce educational support. Section 504 of the Rehabilitation Act of 1973 is a civil rights law that was implemented to prevent individuals from being singled out from participating in programs or activities due to their disability. The Americans with Disabilities Act (ADA) became law in 1990 to prevent discrimination and provide public accommodations for individuals with disabilities. Institutions are expected to follow standards (King & Piotrowski, 2021).

Although laws are in place to support learners with disabilities, students will receive accommodations only if they report them to their institution (Cawthon & Cole, 2010). Unfortunately, students may not be aware that there are options available for “invisible disabilities” such as dyslexia or attention-deficit disorder (Cumming & Rose, 2022). Institutions are required to offer accommodations. However, students who do not request them are more vulnerable to additional challenges (Bolt, Decker, Lloyd, & Morlock, 2011; Greenberg, 2017). According to Rose and Meyer (2002), UDL was designed based on neuroscience to lower learning barriers by providing flexibility to all students and was built upon a dedication to equity and inclusiveness. To fully incorporate the UDL framework, faculty must acknowledge that learners have diverse needs and unique experiences (Ismailov & Chiu, 2022; Meyer et al., 2014; Rao, 2021; Yang et al., 2024).

Technology propels the application of UDL, especially in online courses. It is imperative to consider the learner's ability to gain access to technology tools, including necessary devices and Internet access (Ismailov & Chiu, 2022; Rao, 2021). If a student does not have access to certain materials, they risk falling behind their classmates and will not be able to engage in activities with other students fully. Ensuring that all learners have access to and are knowledgeable about the technology tools used to deliver online courses is just as important as ensuring that online courses are inclusive and accessible to minimize learning challenges.

Online courses designed with UDL principles contribute to the accessibility of instructional material. For instance, reading small print is challenging for people with visual impairments. The student loses time completing assignments and waiting for remediated documents (Huss & Eastep, 2016). Using a proactive strategy supports learners with sensory difficulties, and mental, intellectual, or emotional disorders (Reyes, Meneses, & Melián, 2022), helping institutions offer courses that support students and increase retention (Ren, 2023).

Ensuring all learners have equal access to content without barriers can significantly improve an online learner's experience. For instance, closed captions can help students learn a new language. Captioning can also benefit learners who need to review course material without disrupting their environment (Burgstahler, 2017; Tobin, 2014). Additionally, presenting materials in various ways with multimedia which allows learners to engage with content in ways that suit their needs.

Design challenges, according to faculty, include a lack of time and support, budget constraints, limited resources, departmental issues, and feeling incapable (Behling & Linder, 2017; Fovet, Jarrett, Mole, & Syncox, 2014; Lomellini, Lowenthal, Snelson, & Trespalacios, 2022; Lowenthal & Lomellini, 2022; Wynants & Dennis, 2017). Additional work without compensation can be an issue for faculty, leading to reluctance to prioritize implementing UDL principles in online course design (Moorefield-Lang, Copeland, & Haynes, 2016). Unless an accommodation letter for a student is received, faculty may not prioritize accessibility or take the initiative to receive training on supporting a student who needs accommodations (Behling & Linder, 2017).

For some faculty, adhering to UDL guidelines feels like additional work, especially when they feel they lack sufficient support from their institution (Fovet et al., 2014). Behling and Linder (2017) found five challenges experienced by centers for teaching and learning and disability services offices: time and logistics, competing priorities, campus culture, funding, and limited resources. Getting institutional leadership on board is also a challenge that faculty may face (Lomellini et al., 2022). Institutional endorsement is necessary for online instructors to obtain the resources needed to design accessible online courses (Allen & Seaman, 2013; Bolliger & Wasilik, 2009). Forming partnerships with disability service offices is also beneficial. However, faculty do not always collaborate with disability services (Behling & Linder, 2017). Faculty's lack of awareness of how the disability service office operates can hinder faculty members and their students (Behling & Linder, 2017).

Online faculty's unwillingness to adapt to technological advancement due to personal opinions can also be considered a barrier (Dede, 1998; Ertmer, 1999). Technology fatigue is considered a significant barrier, especially for faculty who were trained before learning management systems (LMS) and social media were introduced. Faculty in this category may not see the benefits of technology integration, as they have been able to teach successfully without it (Halupa & Bolliger, 2020; Xie & Rice, 2021). Designers who focus on online courses should consider the technology challenges learners may face and design courses with those challenges in mind to eliminate them (Catalano, 2014; Simoncelli & Hinson, 2008). An additional technology-related barrier is that faculty are sometimes unaware of technology tools or resources, or are not fully equipped to use all the features of a specific tool (Dolamore, 2021).

There has been an increase in LMS tools with built-in accessibility checkers, but most are not automated (Baldwin & Ching, 2021). Therefore, if an instructor is unaware of this feature, they miss out on having their content remediated (Baldwin & Ching, 2021). Faculty are tasked with reviewing documents, content, and web pages after an accessibility audit and may lack the skills to correct issues. Faculty who are not accustomed to considering and using remediation strategies often have concerns about losing original content and reducing its effectiveness when they make changes (Wynants & Dennis, 2017; Xie & Rice, 2021). A lack of familiarity with compliance and expectations poses future challenges for faculty (Cooper, 2021; Huss & Eastep, 2016). Suppose faculty are unaware of the Americans with Disabilities Act laws and guidelines. In that case, they should seek training in that area, but there is no guarantee that they will (LaSala, Polyakova-Norwood, & Starnes-Ott, 2020). Although there are several challenges to utilizing UDL principles in online course design, there are also several opportunities.

The following research questions guided this study.

1. How do faculty apply UDL guidelines in their online course design?

2. How do faculty perceive challenges in incorporating UDL guidelines into the design of online courses?

A qualitative case study was used to approach this study. Qualitative research allows researchers to make sense of an individual's experience and requires analyzing how one views a problem from their perspective (Ravitch & Carl, 2019; Merriam & Tisdell, 2015; Yin, 1994). Case study research is a qualitative method that explores the perspectives of a bounded case or specific unit over time. A higher education institution served as the case for this study.

The target population and location for this study were faculty members who facilitated online courses and were knowledgeable about UDL principles. Participants were asked to share an online course artifact to demonstrate how their knowledge of UDL influenced the design of the chosen artifact, for triangulation. Purposeful sampling was used for recruitment. Data collected from 5 participants was analyzed and triangulated through interviews and an online course artifact review.

The institution selected for this case study is a public urban research university in the southeast region. Reaching diverse learners globally is a priority for the university, with a mission to support students by providing affordable education at various levels. The university is home to a diverse population of nearly 30,000 students and is among the region's top 10 largest institutions for undergraduate enrollment. The institution for this study offers several online programs for areas including business administration, education, and health sciences. Over 2,000 students are enrolled in the institution's distance education programs.

Semi-structured interviews were used to collect data for this case study. An artifact from each participant's online course was reviewed to triangulate evidence of UDL implementation. Participants were asked to share a module, assignment, learning guide, or media they revised in accordance with UDL principles. Participants were asked to share the artifact files from before and after the revision. Submitted files were reviewed to assess how the online faculty member applied UDL principles. Interview appointments were scheduled virtually for 1.5 hours. The audio and video were recorded for transcription.

Data was analyzed using thematic analysis. This analysis method involves finding commonalities in data to develop themes. There are six steps to complete a thematic analysis: familiarization with the data, coding, searching for themes, reviewing themes, defining and naming themes, and writing up (Clarke & Braun, 2013).

To follow the thematic analysis procedure (see Figure 2), the analysis was completed through a careful review of the recordings, audio, and notes. Inductive analysis was used to code the data. Inductive data analysis is common in qualitative research studies. This process involves developing a list of themes after thoroughly reviewing and categorizing data (Creswell & Creswell, 2018; Simons, 2009). After completing the inductive process, an additional review of the data was conducted to determine whether any supplemental data supported the confirmed themes. Once a list of themes was compiled, it was reviewed again to develop a final list. After the development of themes, they were defined and named to highlight the substance of each theme in relation to the study's purpose (see Table 2). An analysis was conducted, and the findings were reported (Clarke & Braun, 2013).

In addition to an interview analysis, themes were assessed to review online course artifacts submitted by participants. Each artifact was carefully reviewed to highlight updates. Those changes were compared to the UDL guidelines to determine alignment. The researcher sought ways in which online faculty enhanced online course content in line with UDL guidelines to inform further deductive coding. During this process, commonalities, variations, and relationships among the artifacts and the participants' perspectives, as documented in their interviews, were documented.

The five participants of this study have a broad range of educational and professional experiences with various faculty statuses and academic fields. Table 1 summarizes participant demographics. Table 2 summarizes the themes.

All participants applied UDL principles to their revised artifacts. Maxine added structure and clearer instructions by creating a learning guide that aligns with multiple means of representation and engagement. Similarly, Lauren added videos to explain the assignment clearly, captioned them, and provided a downloadable transcript. Quentin turned a quiz into an interactive multimedia activity, aligning with multiple means of engagement. Tracey updated a learning guide to make it clearer, readable, and accessible, aligning with multiple means of representation.

Randall's revised instructional content was much easier to follow, more accessible, and more engaging, aligned with UDL standards. The original module (see Figure 3) listed everything students needed; however, the current version was designed to accommodate a variety of learner needs and allow students to showcase their knowledge in a way that is most comfortable for them. Instead of writing a 1–2-page paper, students were asked to develop a memo on the module topic and to choose their audience. Having the option to select an audience is helpful as it gives students a sense of autonomy and motivation. This assignment relates to two UDL engagement checkpoints: optimize relevance, value, and authenticity, and promote expectations and beliefs that optimize motivation. The updated module also incorporates multiple modes of representation, offering alternatives for auditory and visual information. Using clear, accessible instructional materials is a great way to support all learners through effective online course design.

How the module's topic was presented in the updated version was another notable difference between the two artifacts. The original module included a main topic with subtopics, a brief definition for each topic, links to a textbook chapter and an article saved as a PDF, and details for completing an activity. In the new version, the topic definitions were more detailed and included a clear overview of the module, objectives, discussion board, student assignment examples, and a variety of accessible instructional materials.

Randall's updated module (see Figure 4) had more detailed overviews, definitions, and instructions. The module also had Bitmoji's that look like Randall throughout the module pages, which helped humanize the course. Randall also discussed prioritizing maintaining an open line of communication with students, especially since it can be difficult to do so in an online course during the interview. Showing his personality through the module demonstrates Randall's interest in connecting with students.

Utilizing templates for online courses is an effective way to design a consistent course structure. Two participants discussed their perspectives on consistency in online courses. Randall believes that it is a great way to get faculty off to the right start. “You know, everybody like… here is a template homepage and a template module… doesn't mean you have to use it exactly this way, but it's a place for you to start.” Templates are not only beneficial for online faculty designing online courses, but they can also help eliminate stressors experienced by students.

Maxine values remembering to think about student needs from an empathetic perspective. “So, I think that it's just them knowing, I think it helps them. I feel like a lot of students have anxiety about assignments and classes, and all the things. So, when there's no structure, I don't. I don't think we're setting them up for success.” Maxine's sentiments during the interview were supported through the online course artifacts submitted for review, with additional details to help students with time management, and a template was used to update the overall layout and design (see Figures 5 and 6).

Randall and other members of his program follow a UDL-based template for online courses, drawing on education and technology-related resources. “We've tried to do a really good job of having somewhat consistent theming across our courses, so that students who take multiple courses can experience relatively the same look and feel.” While Randall has received great feedback, Maxine is interested in gaining more from leadership. “...it was so helpful, just to get feedback, because, like I said, it's so siloed. I'm doing my own class, and I'm not sure if what I'm doing is enough, sufficient.” Based on the data collected for this study, it was found that online faculty are resourceful in using built-in Canvas tools to ensure they provide not only a consistent course structure but also accessible navigation and content.

An important design feature for online faculty to consider is the usability of an online course. Ensuring that online courses can be used as intended and accomplish their intended tasks benefits both learners and instructors. Canvas is the institution's designated learning management system for this case study. One of the most commonly used features to ensure the design of courses is presentable and accessible to students is the “student view” mode. Randall explained that it is helpful, especially when using certain tools that are presented differently for students and instructors. “But I love that you can put those glasses on and take that… You can take the course in full from a student perspective. Because there are a lot of Ed tech tools that don't work, in that way where the students' view, and the teachers' view are completely different.”

Another important component of online courses to consider when providing clear navigation is ensuring that students only have access to what they need. Canvas courses feature links in each course's left navigation. This gives students access to items such as modules, assignments, the gradebook, and other external resources that will help them in that course. This should only feature necessary links for multiple reasons. There is simply no need to provide links that students will not need or use to complete the course, as including them successfully can lead to confusion. Featuring too many links in the course navigation (see Figures 7 and 8) can also be distracting for students who are using assistive technology such as screen readers, as explained by Lauren, who witnessed it firsthand with a student using a screen reader:

The built-in accessibility checker is yet another tool in Canvas that can help provide clear instructional materials. Quentin uses the accessibility checker and wants to learn more about making changes and being proactive stating, “What I'd rather do is implement the changes before the accessibility checker, and then that way it just, I'm, I have already done something to the course, and it's just kind of double-checking.”

Lauren is a firm believer in providing clear and accessible instructional materials because not all students advocate for themselves. After reviewing Lauren's online artifacts, one simple change can make a difference. Although video captions were used in both submissions, a downloadable transcript was added, which is a great example of providing multiple means of action and expression (see Figures 9 and 10).

Interviews and online course artifacts with participants in this study yielded valuable insights into how online faculty learned and applied UDL principles in their online courses. Further triangulation of the data revealed noticeable connections between participants' design decisions and training received. Based on the data collected and analyzed, the participants successfully applied what they learned to their online courses in different ways. The following section will explore their perception of challenges.

In addition to learning how faculty apply UDL principles in their course design, it was imperative to determine the challenges they face in doing so. Participants in this study shared their personal experiences with challenges related to implementing UDL in online courses. A variety of challenges were discussed during participant interviews. One participant mentioned a challenge related to resources and budget concerns. Tracey stated, “Other opportunities that we have cost money, right? Moreover, that is always an issue. Resources are always an issue.” Maxine views not knowing about a student's needs and accommodations as a challenge: “Of course, I get the list from disability services, but we know that there are students in the classroom who probably have needs for accommodations, and they haven't gone through the steps.” The group of participants in this study continues to work through challenges related to implementing UDL principles in online courses. Their efforts have been enhanced through the continuous learning they seek through training. After assessing the data collected, challenges with this study's participant selection included online engagement and limited knowledge.

It was noted that participants for this study would like to discover new ways to increase engagement in their online courses. Promoting a sense of belonging by ensuring students feel welcome to reach out to their instructor is essential, as instructors often struggle to immediately detect when students are struggling in the course. Lauren discussed this when asked about challenges, “When you are working with students who you're not looking at like you don't get a lot of that feedback that you do in the traditional classroom, where you can see that things aren't clicking. So sometimes I feel like it takes me longer online to understand or to learn that there's a disconnect.”

Interacting with others in an online course can be especially difficult for a student taking it for the first time. Randall shared thoughts on this, “I really wish I could find a mechanism to help those students who don't have that sense of community in their 1st kind of online asynchronous course.” Implementing opportunities for engagement not only helps students feel connected but also makes them more comfortable sharing their concerns about the material with their instructor.

One participant used a quiz (see Figure 11) to inspire an engaging media use (see Figure 12), which they submitted for their online course artifact review. Quentin used the quiz to assess students on a significant concept for the in-person classes and used the same questions for the online course. After consulting with an instructional designer on ways to increase interaction, the quiz was transformed into an interactive activity that covers the same topics while allowing students to engage with the material. Quentin expressed appreciation for learning more about UDL during the interview, “The little pieces that I've been reading… just really kind of goes along with my whole teaching philosophy.” This interactive activity made up for what students who completed the course in person could not experience, as they had conversations in groups. Similar conversations are now available for students to engage in online as well.

Although both assignment formats accomplish the same goal, it is beneficial for students to cover a variety of content. This was discussed in the interview with Lauren, in which she emphasized the importance of a variety of materials within a consistent structure, stating, “I do like having a structure that's similar. But the content and the materials and things like that, trying to make sure that they're varied enough to keep it interesting.” Randall shared a similar perspective on this, “I try to make sure that I have a variety, you know. I don't like to be in that course where it's just everything is a discussion board, right? Because they get old.” Discussion boards are common in online courses. This was mentioned in discussion with participants, and they are interested in revamping their courses to make them more engaging and add variety to assignments.

Another participant significantly improved an existing module (see Figure 13) by adding engagement elements, including videos and reflective questions, and developed a Google Form to collect feedback on the module's design and layout. The use of headers to illustrate content that was intended to “engage,” “explain,” or “explore,” as well as options to choose from. Tracey's new version (see Figure 14) of an online module provides options for recruiting interest, comprehension, expression, and communication. “And I love the idea of taking something that is not a traditional paper and challenging students to come up with, you know, this kind of non-standard way of representing what they've learned, but in a lot of ways that's just one that's just really getting one… one mode of expression, right?” Tracey's wealth of experience teaching online and training in UDL is evident in the before-and-after online course artifacts. It can serve as a great source of inspiration for online faculty interested in learning how to incorporate UDL principles into their online courses.

Although all participants shared their perspectives on the challenge of increasing engagement, it is evident that they accomplished it in different ways, as reflected in the online artifacts submitted for review. For this reason, online engagement may not be perceived as a challenge in this study. However, it is an ongoing task that online faculty are consistently working to improve. Unlike other strategies for enhancing online courses, there is always room for growth in engagement. The fact that participants in this study are actively working to increase engagement in their courses is a testament to the training they received and their dedication to supporting learners.

The participants in this study all found their own training opportunities. This highlights the interest among online faculty in learning how to incorporate new strategies into their online courses. However, many other faculty members need the same training but are unable to complete it due to time or resource constraints. If more training opportunities were made available, more faculty would gain the knowledge necessary to enhance their online courses.

Direct support from institutions can serve as an immediate solution to the lack of support for online faculty members. Providing training opportunities, whether on campus or online, is more convenient than having faculty search for resources independently. A participant who has noticed siloed groups within their department feels that more faculty would participate in training if it were required at the leadership level. “The chair does not peek in your classes and see what you are doing. No one really peeks into, like, provides feedback or anything like that. So, it is kind of like you do your own thing..” Another participant made a connection between UDL training and institutional buy-in. “I do not have buy-in. I do not need to do it. It is not mandatory.”

After reflecting on the perspectives shared by participants in this study regarding the lack of institutional support, there seems to be an opportunity to increase faculty engagement and inform them. Institutional planners should connect faculty with resources to help them implement the UDL principles in online course design. Lauren spoke to this when asked about her perception of UDL challenges, “Because a lot of times when you are just in the zone and doing it, you are doing what works best for you. However, if you can see some of those other ideas, that could be helpful for some people. There are lots of resources online. Moreover, I think connecting faculty with those could go a long way.” This speaks to creating a community of practice among faculty to share resources and best practices that are working for them.

It was found that participants are applying UDL to their online courses. The participants showed the greatest improvement in applying UDL principles to course structure and course usability. Ensuring that online courses are both organized and easy to navigate benefits learners by reducing cognitive load (Kathuria & Becker, 2021; Singleton & Neuber, 2020). When designing online courses, it is imperative to consider how they can affect cognitive load (Sheridan & Gigliotti, 2023; Singleton & Neuber, 2020). Often, students choose to take online courses to have a more flexible schedule and to balance other priorities, such as a full-time career and family responsibilities (Bell & Fedeman, 2013; Rose & Meyer, 2002; Sun & Chen, 2016). As a result, it is best to ensure that online courses are designed to provide consistency and structure, as this supports students by reducing the cognitive load required to complete them (Rusconi & Squillaci, 2023). Designing online courses and instructional materials to ensure they are easy for students to navigate was an important finding of this study. All participants discussed ways they plan to support students' success in the course.

The engagement principle was widely applied across many of the online course artifacts reviewed. It is evident that online faculty are attempting to increase engagement; however, they still perceive it as a challenge (Wynants & Dennis, 2017). According to Xie and Rice (2021), the presence of UDL principles increases students' interest in participating and engaging. In the analysis related to this research question, this can be attributed to minimal feedback.

Online faculty are searching for and applying new strategies to increase online engagement, but if they are not getting enough feedback on their design decisions, it may seem as if it is not enough. If online faculty received substantial feedback on their online courses, it would help guide future design decisions as they continue to implement UDL principles (Walters, Grover, Turner, & Alexander, 2017).

In addition to feedback, faculty perceived that institutional support was essential (Lomellini et al., 2022; Witkowsky & Gibbes, 2020). Institutional support is needed for access to more training, as it is crucial to ensure efforts are made to offer incentives to encourage faculty to participate and complete training (Allen & Seaman, 2013; Behling & Linder, 2017; Black, Weinberg, & Brodwin, 2014; Bolliger & Wasilik, 2009; Westine et al., 2019). Designing courses for online delivery requires different strategies and methods than those used for in-person classes. Most educators were familiar with in-person teaching and did not have to consider online courses until the recent COVID-19 pandemic (Baldwin & Ching, 2019; Martin & Bolliger, 2023; Seaman, Allen, & Seaman, 2018). As a result, designing online courses may bring challenges to faculty, making training critical. In addition to potential learning curves in online learning, it is important to offer support on UDL, as faculty may or may not be familiar with the framework and how to apply it to online courses. Participants in this study cited online faculty who lacked support and were unsure they were meeting certain standards as a challenge.

The key findings of this study examined how online faculty apply and perceive UDL principles. Faculty are actively applying what they learned to their courses with a specific focus on course structure and usability. Additionally, faculty perceive increasing online engagement and a lack of institutional support as challenges. However, the results of this study did not show faculty applying the action and expression principle as much as representation and engagement.

This study revealed key findings regarding the application of UDL standards to online faculty's design considerations. However, there are still some limitations. The findings of this study are based on data collected from five participants from a single institution. Although this is an adequate sample size for the method used in this study, having more participants and participants from various institutions may have improved the results and made them more widely generalizable (Creswell & Creswell, 2013).

Although participants had diverse educational backgrounds and experience across departments, this served as a strength. Findings may have been different if the participants had greater demographic similarity. If a similar qualitative case study were conducted, it would be effective to research online faculty perceptions of the research questions from specific departments and compare them across departments. This would not only yield a variety of strong findings but also identify what individual departments are doing that could inspire other departments to make effective decisions on how to better train online faculty.

An additional limitation related to participant backgrounds is that none of the participants were tenure-track faculty. The faculty statuses in this study included only non-tenure-track faculty, such as adjunct faculty and lecturers. Although they all met the study's participant criteria, being on the tenure track was not a requirement for participation. If participants had included tenure-track faculty, the results of this study may have been broader, reflecting different perspectives across faculty ranks.

As with the participants' faculty status, there was a lack of variety across academic disciplines. The sample of five participants only represented the following fields: education, health science, and science. These major courses from these departments are also commonly taught in person, which may explain why increasing online engagement was considered a challenge. There were no specific criteria for academic disciplines to participate in this study. However, a broader range of academic fields would inevitably contribute to different themes and results.

Furthermore, the UDL framework was designed for classroom use rather than for online use. Although the principles of UDL are applied to online courses, since that was not the original intent, educators have to adjust guidelines to fit the online format. In addition to being a limitation of this case study, this could inform future research and practice in the field, as more research can assess how the UDL framework is applied specifically to online courses and used in future training programs.

This study focused on the faculty perspective. However, future studies should examine the application of UDL principles from a student perspective to broaden the understanding of effective strategies. Exploring how students perceive online courses designed with and without UDL principles will help online faculty know what works best for their students. These findings may also lead to greater institutional support for training opportunities.

Since one of the challenges was creating engaging learning experiences, future research exploring students' perceptions of engagement in online courses designed with UDL would be useful, as increasing engagement has been a challenge for faculty. This research could help guide online faculty interested in increasing online engagement and applying UDL principles, informed by students' perceptions. Additionally, exploring the application of the action and expression principle warrants more investigation since it was not a strong finding in this set of data.

Finally, UDL was the chosen theoretical framework for this study since it began in 2022. A new version of the UDL framework was released after the research for this study began. All references to the UDL framework in this study are based on version 2.2. Replicating this research with the new version of the UDL framework would add value to the current research base. The new version features changes, including increased learner-centered language, focus on learner agency, and a broader range of research foundations (CAST, 2024).

Course Structure, usability, and engagement were identified as faculty challenges in applying UDL guidelines to online course design. Online faculty are seeking training opportunities and applying what they learned to their online courses based on the triangulation of data conducted for this study, particularly the representation and engagement strategies, but not the action and expression strategies. This could be the result of a couple of different scenarios. Many of the participants submitted a full module for review. Therefore, the module was reviewed on a broader scale; however, it is still a small portion of the course. An assignment in another module may exemplify the action-and-expression principle. The lack of checkpoints from this principle in the online course artifacts reviewed for this study could also be a direct consequence of the training or lack of training received by participants. Research states that implementing all the UDL principles contributes to inclusive and accessible online learning, which is necessary for all learners (Scott et al., 2017). These findings should be used to influence institutions to provide more training opportunities for faculty, possibly with a strong emphasis on the action and expression strategies to bridge the gap between principles.

A lack of connection between institutional support for UDL implementation and training was a recurring theme in research and in this study. Faculty were open to more professional development opportunities and institutional support (Coleman & Berge, 2018; James, Leinbach, & MacDonald, 2022; Westine et al., 2019; Xie & Rice, 2021). In many cases, faculty training is contingent on institutional approval. As a result, faculty value institutional buy-in, especially regarding professional development, whether it is required or not (Lomellini et al., 2022; Ren, 2023; Witkowsky & Gibbes, 2020).

The results showed that faculty lacked support structures for applying UDL principles. Research states that developing working groups in which faculty and staff involved in designing online courses can collaborate on strategies and projects should be considered by higher education institutions (Black et al., 2015; Coleman & Berge, 2018; James et al., 2022; Walters et al., 2017). Providing opportunities for faculty to have their online courses reviewed and receive feedback would be ideal for faculty who are unsure of their ability to develop inclusive and accessible online courses. Forming more collaborative partnerships between faculty and stakeholders can lead to better outcomes in developing inclusive and accessible learning environments (Lomellini et al., 2022).

The results of this study showed that engagement was the most represented UDL principle, followed by representation, with little evidence of action and expression usage. Engagement is an important factor in online learning because it differs from engagement in in-person learning (Berger & Paul, 2021; Cicco, 2013; Rao, 2021). During the interviews, all participants shared their aspirations to increase engagement in their courses. This desire seems to be a continuous effort, not just a one-time task to check off a list. Perhaps this same drive to gain more knowledge will also drive them to focus on enhancing their online courses with more engagement opportunities.

To conclude, one of the most rewarding takeaways of collecting and analyzing data for this qualitative case study is the participants' common goal of contributing to student success. There were many shared sentiments on taking the initiative to learn more about ways to enhance online learning to benefit students. Tracey and Maxine both discussed continually sharing new opportunities to improve teaching practices. Since UDL is a framework designed to make learning accessible for all, it was refreshing to see online faculty put in the extra effort to make it possible. Quentin shared the following: “Well, I will tell you that my desire is to make a positive impact with diverse learners and their learning experiences, and I think the good place to start is making sure that I have the skills and the strategies and the tools to implement UDL in all my online courses.” This perfectly sums up a collective interest between participants in utilizing UDL in online course design.

This study was approved by the University of North Carolina at Charlotte Institutional Review Board (Protocol #24–0695). All procedures involving human participants complied with the ethical standards of the institutional research committee and with the 1964 Helsinki Declaration and its later amendments. Informed consent was obtained from all participants.