What if the secret to boosting student motivation was giving them a say in how they learn? In this episode of the UDL Guidelines podcast, we'll consider the power of choice and autonomy in teaching and learning. You'll discover practical ways to implement choice in your courses or trainings by offering content selections, assessment options, process choices, and varied learning resources. Whether you're redesigning assessments or looking to increase engagement, this episode offers straightforward strategies for creating a more inclusive learning experience.

This podcast is brought to you by the Goodwin University Institute for Learning Innovation, specializing in Universal Design for Learning. Our goal is to transform how you think about teaching and learning. Learn more at goodwin.edu.

UDL Tips

"The Power of Choice in Teaching and Learning"

Resources

Anthropic. (2025). Claude Opus 4.5 [Large language model]. https://claude.ai/

Brooks, C. F., & Young, S. L. (2011). Are choice-making opportunities needed in the classroom? Using self-determination theory to consider student motivation and learner empowerment. International Journal of Teaching and Learning in Higher Education, 23(1), 48-59.

CAST. (2024). Optimize individual choice and autonomy. Universal Design for Learning Guidelines version 3.0. https://udlguidelines.cast.org/engagement/interests-identities/choice-autonomy

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press.

George, M. J., & Thompson, J. E. (2024). Giving choice in assignments. In C. Harrington (Ed.), Creating culturally affirming and meaningful assignments (pp. 87-100). Routledge.

Liu, W. C., Wang, C. K. J., Kee, Y. H., Koh, C., Lim, B. S. C., & Chua, L. (2014). College students' motivation and learning strategies profiles and academic achievement: A self-determination theory approach. Educational Psychology, 34(3), 338-353.
https://doi.org/10.1080/01443410.2013.785067

Patall, E. A., Cooper, H., & Wynn, S. R. (2010). The effectiveness and relative importance of choice in the classroom. Journal of Educational Psychology, 102(4), 896-915. https://doi.org/10.1037/a0019545

Credits

Based on UDL Tips by Diana J. LaRocco, EdD
Produced and Hosted by Brian A. Dixon, PhD
Music by Lynne Publishing

What transforms vague intentions into powerful learning goals? In this episode of the UDL Guidelines podcast, we'll examine the practice of setting meaningful goals that are both challenging and actionable. We'll discuss why traditional assumptions about student goal-setting fall short and examine research showing that students who set specific, challenging goals significantly outperform those simply told to "do their best." Whether you're looking to build students' self-regulation skills or help them to connect course content with career aspirations, this episode offers actionable approaches for teaching goal-setting as a lifelong skill.

This podcast is brought to you by the Goodwin University Institute for Learning Innovation, specializing in Universal Design for Learning. Our goal is to transform how you think about teaching and learning. Learn more at goodwin.edu.

UDL Tips

"Facilitating Student Goal Setting: Strategies That Work"

Resources

Anthropic. (2025). Claude Opus 4.5 [Large language model]. https://claude.ai/

CAST. (2024). Set meaningful goals. Universal Design for Learning Guidelines version 3.0. https://udlguidelines.cast.org/action-expression/strategy-development/set-meaningful-goals

Latham, G. P., & Locke, E. A. (1991). Self-regulation through goal setting. Organizational Behavior and Human Decision Processes, 50(2), 212-247.

Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation. American Psychologist, 57(9), 705-717.

Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25(1), 71-86.

Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.

Credits

Based on UDL Tips by Diana J. LaRocco, EdD
Produced and Hosted by Brian A. Dixon, PhD
Music by Lynne Publishing

Online learners face unique challenges related to social isolation and limited opportunities to build relationships, yet belonging and community are fundamental needs that shape student motivation and success. In this episode of the UDL Guidelines podcast, we'll show how you can proactively foster belonging in the online classroom. We'll review practical strategies for building social presence in online spaces. And we'll cover how to support students with multiple roles, implement inclusive design practices, and maintain a focus on meaningful connections. Whether you're designing your first online course or looking to strengthen the sense of community in your existing courses, this episode offers actionable approaches for creating a learning space in which all students feel welcome and valued using Universal Design for Learning.

This podcast is brought to you by the Goodwin University Institute for Learning Innovation and the Center for Teaching Excellence, specializing in Universal Design for Learning. Our goal is to transform how you think about teaching and learning. Learn more at goodwin.edu.

UDL Tips

"Sense of Belonging and Online Learning"

Resources

Anthropic. (2025). Claude Opus 4.5 [Large language model]. https://claude.ai/

Åkerfeldt, A., Bergdahl, N., & Hrastinski, S. (2023). Adult learners' perceptions of distance education. Journal of Studies in International Education, 30(1), 248-266.

Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497-529.

CAST. (2024). Foster belonging and community. Universal Design for Learning Guidelines version 3.0. https://udlguidelines.cast.org/engagement/effort-persistence/belonging-community/

Dulfer, N., Gowing, A., & Mitchell, J. (2025). Building belonging in online classrooms: relationships at the core. Teaching in Higher Education, 30(4), 1024–1040.

Mitra, S. (2022). Does collaborative learning improve student outcomes for underrepresented students? Evidence from an online bottleneck business course. Journal of Education for Business, 97(3), 161–167.

Price, J., & Fox, A. (2023). Transformative praxis: A critical design framework for belonging and inclusion in technology-rich learning spaces. Journal of Teaching and Learning with Technology, 12, 55-71

Shatila, S. L. (2024). Not alone when I’m feeling stressed: Online adult learner connection and retention. Adult Education Quarterly, 74(1), 43–61.

Credits

Based on UDL Tips by Diana J. LaRocco, EdD
Produced and Hosted by Brian A. Dixon, PhD
Music by Lynne Publishing