Applying UDL to Blended Learning: A Case Study of The Latin American Literature Course
DOI:
https://doi.org/10.54536/jtel.v3i2.4617Keywords:
Blended Learning, Digital Transformation, Higher Education, Latin American Literature, Universal Design for Learning (UDL)Abstract
This article was conducted in the context of modern education, which demands flexibility and diverse approaches to meet students’ learning needs, particularly during the era of digital transformation and post-pandemic recovery. The study employs three main methods: (1) theoretical research to establish a scientific foundation for UDL (Universal Design for Learning) and blended learning; (2) an experimental method to design, implement, and evaluate a teaching model applying UDL to the Latin American Literature module; and (3) a sociological survey method using questionnaires and interviews to gather feedback from students and lecturers on the model’s effectiveness. The predicted results suggest that applying UDL will enhance interactivity, engagement, and comprehension among students in a blended learning environment. The significance of the study lies in providing a practical framework for integrating UDL into higher education in Vietnam, contributing to improved teaching quality. Initial research findings confirm that this model is not only feasible but also yields positive outcomes in personalizing learning experiences and promoting flexibility in teaching methods.
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