Al-Azawei, A., Parslow, P., & Lundqvist, K. (2017). The Effect of Universal Design for Learning (UDL) Application on E-learning Acceptance: A Structural Equation Model. The International Review of Research in Open and Distributed Learning, 18(6). https://doi.org/10.19173/irrodl.v18i6.2880

Summary
This study examines the impact of applying Universal Design for Learning (UDL) principles to e-learning course design on learner satisfaction, perceived usefulness, and willingness to use e-learning. Researchers used the Technology Acceptance Model (TAM) as a framework, adding in the UDL principles of multiple means of representation, action and expression, and engagement. They tested this model with 92 undergraduate students in Iraq and compared their experiences with a control group exposed to traditional blended learning. Findings revealed that UDL-based blended learning significantly improved learner perceptions of and willingness to adopt e-learning. It also highlights the importance of flexibility in course design to engage students in online learning opportunities, especially when educational resources are limited.

Evaluation
The article is well-structured, providing a solid literature review, explaining the research process clearly, and substantiating claims with solid data. The authors combined quantitative data with qualitative insights, providing a full picture of students’ experiences. However, the sample size was relatively small, and the research was conducted at only one university, limiting the generalizability of the results.  Despite this, the study’s comparisons of the extended TAM model with the original model demonstrate the potential effectiveness of UDL principles for e-learning curricula.

Reflection
The UDL standards presented in this article align with those of inclusive course design, including the creation of accessible and flexible learning environments and curricula that cater to diverse needs. For learners with autism, this design is important, as multiple means of representation can help address sensory preferences, while multiple means of action and expression provide opportunities for individualized ways of sharing knowledge. The article’s discussion of engagement strategies is particularly relevant, as maintaining attention and motivation is often challenging for neurodivergent learners. Overall, this study reinforces the importance of designing e-learning courses that reduce barriers and promote inclusivity, offering valuable insights for educators aiming to support neurodivergent students effectively.