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Using Universal Design for Learning principles and evidence-based strategies to build academics’ capacities to enhance initial teacher education student engagement and retention in online learning

This presentation highlights the importance of utilising innovative teaching strategies that motivate and engage students in their university studies. The Commencing Student Success Project (CSSP) was implemented across all units in the School of Education, University of New England (UNE), from 2020. Being the first university established outside of a capital city, over 80% of UNE students study online, with many coming from equity backgrounds. Research demonstrates that students engaged in online university study are more likely to attrit or disengage, particularly if lacking adequate supports (Fan et al., 2023). A similar reality was echoed at UNE, and the CSSP was a proactive response to addressing this issue. Based on a teaching philosophy of Universal Design for Learning (UDL) (Meyer et al., 2014) and its three inclusive principles, the CSSP team prioritised Engagement (student interest and motivation), Representation (of ideas and content), and Action and Expression (of student knowledge).ÌýThese UDL principles were aligned with andragogical best practice including Knowle’s (1975) adult theory of Self-Directed Learning (SDL). This was reflected through 13 evidence-based practical teaching strategies. Staff and student feedback were integral to the successful implementation of the CSSP across the School. The CSSP emphasises the need for educators at Australian universities to adopt a unified approach to implementing universal Learning Management System (LMS) design approaches, in order to enhance student retention, success, and overall satisfaction.