Inclusive Education and UDL Professional Development for Teachers in Sweden and India

In education, the factors involved in a successful inclusive education classroom are diverse and multidimensional, with a growing research base. Universal design for learning (UDL) can help educators address the varied needs of students through diversification of the design of instructional methods, materials, and assessments. Global interest in UDL has driven the need for more teacher training opportunities. This chapter contributes to the literature base on professional development in UDL cases by presenting two examples from two national contexts, Sweden and India. The authors ground the two cases in the literature on teacher training, inclusive education, and UDL, concluding with a discussion on the contextual impact and insights stemming from the cases

Goal Setting and MOOC Completion : A Study on the Role of Self-Regulated Learning in Student Performance in Massive Open Online Courses

Despite providing advanced coursework online to learners around the world, massive open online courses (MOOCs) have had notoriously low completion rates. Self-regulated learning (SRL) frames strategies that students can use to enhance motivation and promote their engagement, persistence, and performance self-monitoring. Understanding which SRL subprocesses are most relevant to the MOOC learning context can guide course designers and instructors on how to incorporate key SRL aspects into the design and delivery of MOOCs. Through surveying 643 MOOC students using the Online Self-Regulated Learning Questionnaire (OSLQ), the present study sought to understand the differences in the use of SRL between those who completed their course and those who did not. MOOC completers were found to have significantly higher applications of one SRL specific subprocess, namely goal setting. Additional SRL subprocesses of task interest/values, causal attribution, time management, self-efficacy, and goal-orientation also emerged from an analysis of open-ended responses as key contributors to course completion. The findings from this study provide further support regarding the role of SRL in MOOC student performance and offer insight into learners’ perceptions on the importance of SRL subprocesses in reaching course completion