# A Case Study to Explore a UDL Evaluation Framework Based on MOOCs
## 2 Background  
### UDL as an Evaluation Framework for MOOCs  
The UDL framework is comprised of three design principles that contain nine guidelines and 31 checkpoints (see the Appendix A for the structure of the framework). The principles specify the overall goal, while the checkpoints supply design suggestions considering universal design in learning contexts. Students are differently motivated to learn and perceive the educational content; some students are more interested in the process of learning and others are more interested in the results of learning, while others work differently during learning [9]. Therefore, the UDL approach is to present the information in ways that are easy to understand for students, rather than forcing them to adapt to the information [10; 11].  
MOOCs offer a way for more people to get involved in learning. For example, recent research shows that there are benefits for students regardless of their background when taking MOOCs [12]. These courses are relatively affordable, making them a great option for students for continuing professional development (CPD) [13] and facilitating equity, diversity, and inclusion (EDI) values in education [14]. MOOCs are designed to be student-centred, and so to benefit from them, students must be prepared to work by investing time in their learning ([PERSON] et al., 2019). It is relevant to reflect on the learning design of MOOCs and their technical accessibility, and to understand how these elements are affecting participation and completion rates [15].  
In terms of accessibility evaluation, some accessibility guidelines for online courses, such as the web content accessibility guidelines (WCAG) (Web content accessibility guidelines (WCAG) 2.1., [[https://www.w3.org/TR/WCAG21/](https://www.w3.org/TR/WCAG21/)]([https://www.w3.org/TR/WCAG21/](https://www.w3.org/TR/WCAG21/)) accessed on 1 September 2022), can be difficult to assess because of the limitations of current accessibility standards, for example, regarding the evaluation of learning disabilities [15; 16]. Unfortunately, there are few references in the literature that discuss students' expectations concerning accessibility and what they would like to improve in MOOCs [17]. We have found that there is a critical aspect of inclusive design, which is often ignored in MOOCs, that is needed for detailed accessibility information to ensure that students with accessibility needs can fully access the online learning platform and its educational resources [4].  
The UDL framework is designed to produce educational content that is based on its principles, rather than being used to evaluate educational content [18]. According to recent research, using UDL to classify and address accessibility barriers in online learning is a sound approach [19]. UDL is aligned with the pedagogical perspective of MOOCs, where students are expected to be self-directed in their learning, wherein the objective of UDL is to help novice learners become expert learners by mastering the learning process. [20; 21]. As stated, the UDL framework promotes the building up of expert learners. According to [PERSON] and [PERSON] [22], using the UDL framework for MOOCs assessment helps students understand technology accessibility and how to learn effectively. Participants can benefit from evaluating MOOCs by becoming expert learners and evaluators.