Students come into your online courses with different backgrounds, preferences, and needs. Some learn best by reading, others by watching or doing, and some may rely on assistive technologies to access content. Instead of trying to design for an “average” student, Universal Design for Learning (UDL) encourages you to plan for this variability from the start.

UDL focuses on three brain networks (CAST, 2014):

Recognition network: how students gather and understand information
Strategic network: how students plan and perform tasks
Affective network: how students stay motivated and engaged

The recommendations below focus on the recognition network and how you can design instructional materials so that all students can access and understand your content.

Provide multiple ways to present content

Students do not all process information in the same way. When you rely on a single format, such as text or video, some students will struggle while others succeed.

Instead, aim to present key ideas in more than one way. This does not mean duplicating everything, but it does mean offering options.

You can:

Pair readings with short videos or audio explanations
Include visuals such as charts, diagrams, or timelines
Provide transcripts or summaries alongside videos

This allows students to engage with the same concept in a way that works best for them.

Example

In a history course, instead of assigning only a reading on a major battle, you might include:

A short video with animations
A timeline or chart of key events
A brief summary of key takeaways

Help students choose how they learn

Providing options is only effective if students know how to use them. Encourage students to explore different formats and identify what works best. You can:

Let students know they can choose how they engage with content
Suggest trying multiple formats for difficult topics
Include guidance such as “watch or read before completing this activity”

This helps students become more aware of how they learn and builds skills they can use in other courses.

Example

In a psychology course, you provide both a short video lecture and a written summary for a complex concept like cognitive bias. Before the activity, you note: “You can watch the video, read the summary, or do both. If this concept is new to you, try both formats to reinforce your understanding.” Students then complete a short application activity, allowing them to choose the format that best supports their learning.

Make key vocabulary clear

Students often struggle with discipline-specific language, especially in online courses where they cannot ask questions in real time. To support understanding:

Define key terms clearly in your materials
Highlight important vocabulary
Provide a glossary or reference list
Model pronunciation and usage in videos or lectures

Example

In a science course, you might introduce a term in a reading, reinforce it in a video, and include it in a glossary students can revisit.

Show connections between ideas

Students do not always see how concepts connect. Help them understand the bigger picture by making those connections explicit. You can:

Link new content to previous modules
Use short introductions that explain how topics fit together
Highlight patterns, steps, or recurring concepts
Use visuals like concept maps or diagrams

Example

At the start of a module, you might briefly review what students learned previously, explain what they will learn next, and show how the two connect.

Designing for the recognition network means making your content easier to access and understand. When you provide multiple ways to present information, clarify key concepts, and help students make connections, you create a course that works for more learners without lowering expectations.

References