Podcasting in higher education as a component of Universal Design for Learning: A systematic review of the literature

ABSTRACT

More students with disabilities are attending university than ever before. Many universities are adopting Universal Design for Learning (UDL) as a framework for accessible course design and delivery. Audio podcasting is a strategy well-aligned with all three principles of UDL, providing students with options for engagement, representation, and expression. The current systematic review explored the use of audio podcasting in higher education and its impact on teaching and learning. A total of 17 studies were examined based on the three principles of UDL. Findings suggest that although there is limited evidence of its impact on learning, students and educators find podcasting to be a unique way to engage with content.

KEYWORDS:

• Podcasting
• higher education
• universal design for learning
• systematic review

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Jamie L. Gunderson

Jamie L. Gunderson is an Assistant Professor at California State University, Chico, and the Lead Faculty Fellow for the Office of Faculty Development. Jamie formerly held the positions of paraprofessional, special education teacher, assistive technologist, and school administrator. Jamie enjoys teaching and learning! She teaches courses in Classroom Management, Research, and Instructional and Assistive Technology and is also the coordinator of the Computation Literacy Across Secondary Subjects (CLASS) programme. Jamie’s research interests include Universal Design for Learning in Higher Education and Healing-Centered Teaching Practices.

Therese M. Cumming

Therese M. Cumming is a Professor of Special Education in the UNSW School of Education, Academic Lead Education at the UNSW Disability Innovation Institute, and a Scientia Education Academy Fellow. Her teaching and research focus on promoting the use of evidence-based practices to support the learning and behaviour of students with disabilities and the use of technology to create inclusive, accessible, and engaging learning environments. Prior to her university and research work, Terry has many years’ experience as a special educator and behaviour mentor.