USING DESIGN BASED RESEARCH (DBR) TO MAP AN ONLINE UNIVERSAL DESIGN FOR LEARNING (UDL) MULTIDISCIPLINARY FRAMEWORK OF INSTRUCTIONAL COACHING
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2024
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This Design Based Research study explores the development and implementation of the Universal Design for Learning - Multidisciplinary Framework of Instructional Coaching (UDL-MFIC) in online professional development settings. The study aimed to assess the effectiveness of the UDL-MFIC framework in enhancing instructional coaching and supporting faculty professional growth. Using Design Based Research, data was collected from instructional designers (IDs) and faculty participants across multiple stages of the intervention, including alpha, beta and gamma stages. Findings revealed that the UDL-MFIC framework facilitated adaptive and personalized coaching by allowing IDs to tailor their approaches to meet the diverse needs of faculty, promoting engagement, self-efficacy, and reflective practice. The framework’s emphasis on continuous feedback and structured support was also found to be crucial for fostering professional development and instructional improvement. Despite these positive outcomes, the study identified several limitations, including the scope of the sample and the reliance on self-reported data, which suggest directions for future research. Recommendations include exploring the long-term impact of the UDL-MFIC framework in different contexts and enhancing collaborative dynamics within the coaching process. The findings contribute to the field of instructional coaching by demonstrating the effectiveness of the UDL-MFIC framework in supporting professional development in online settings and providing a foundation for further research and practice in educational innovation. This study underscores the importance of adaptability, personalization, and reflective practice in fostering effective professional development in diverse educational contexts.
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Education, Instructional Coaching, MFIC, Online PD, UDL
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178 pages
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