Accessible Online Learning: A Preliminary Investigation of Educational Technologists’ and Faculty Members’ Knowledge and Skills

Lowenthal, Patrick R.; Lomellini, Amy

doi:10.1007/s11528-022-00790-1

Cited by 7 publications

(5 citation statements)

References 23 publications

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“…Our findings also illustrate that students with disabilities face challenges when their instructors are not well equipped to transition into online teaching (Lowenthal & Lomellini, 2023). According to Ginsberg and Schulte (2012), professors who view students with disabilities from a conventional, deficit perspective feel ill-equipped to provide necessary accommodations.…”

Section: Discussionmentioning

confidence: 67%

“…Instructors need to use communication tools that were compatible with assistive technologies and provided options for real-time interaction. The higher education institutions were charged with the responsibility to provide training for instructors to create and deliver accessible content and use inclusive teaching practices (Lowenthal & Lomellini, 2023). Technical support is essential for students and faculty to address accessibility-related issues and provide guidance on using assistive technologies (Carter & Rice, 2016).…”

Section: Accommodations In Online Classesmentioning

confidence: 99%

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Exploring the Impact of Disabilities and Accommodation on Students’ Online Learning Experiences

Lee,

Kim

2024

J Spec Educ Technol

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This study investigates the correlation between how learners are classified in terms of disability and their perceptions of (1) the effectiveness of online instructional methods, (2) their self-efficacy levels, and (3) the accommodations they need. Conducted during the COVID-19 pandemic and subsequent lockdown, the study included 278 higher education students with disabilities who participated in an online survey, with 50 of them undergoing in-depth interviews. Using an embedded mixed methods design, the research aimed to explore participants’ experiences with online classes. Data triangulation was employed to better comprehend the adequacy of accommodations and accessibility in online learning. The findings indicate that individuals with disabilities experience diverse benefits and challenges in online learning, influenced by their specific disability classifications and social contexts in which they engage with the learning environment. Further research is necessary to gain a more profound understanding of the challenges and opportunities faced by students with disabilities in the realm of online learning.

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Section: Discussionmentioning

confidence: 67%

Section: Accommodations In Online Classesmentioning

confidence: 99%

Exploring the Impact of Disabilities and Accommodation on Students’ Online Learning Experiences

Lee,

Kim

2024

J Spec Educ Technol

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“…Whether it is language apps, virtual tutoring, video conferencing tools, or online learning software, there has been a significant surge in usage since COVID-19. E-learning refers to "The delivery of education (all activities relevant to instructing, teaching, and learning) through various electronic media (George & Lal, 2019;Koohang & Harman, 2005). E-learning is an important factor as service providers should focus on the ease of student's education.…”

Section: University Supportmentioning

confidence: 99%

E-Learning Acceptance among Student: The Role of Instructor, Accessability and Universiti Support

Mazalan,

Hanapiyah,

Arham

2023

IJARBSS

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The Covid-19 epidemic has altered the working system of Malaysian Higher Education Institutions. To deal with the pandemic crisis, new regulations were put in place. The academic system must continue so that pupils are not left behind. Open and Distance Learning (ODL), sometimes known as online education or E-Learning, is an important component of the country's educational system. The main objective of this study is to examine the relationship between instructor, accessibility and university support towards the acceptance of e-Learning among students. This study used a quantitative research approach, with data obtained via questionnaires. The population consisted of 117 students enrolled in the Strategic Management courses and the Statistical Package for the Social Sciences (SPSS) was used to answer the objective of this study. The finding shows that, all the independent variables which is instructor, accessibility and university support had a positive significant relationship toward dependent variable e-learning acceptance. E-learning success is important for a variety of reasons, including its potential to expand access to education, increase learner engagement and motivation, and improve learning outcomes. From this finding, it help the university to strategize and make plans in enhancing the implementation of e-learning for their students. A part of limitation, future research should broaden the scope of this study to include additional UiTM branches, public universities, or private universities.

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“…Learning Designers have a similar presence as the field of Learning Design has come to be a significant part of the Scholarship of Teaching and Learning (SoTL) (Dalziel et al 2016;Zhou, 2023). Research specifically about Education Technologists however is far scarcer, in spite of the abundance of research about Education Technologies (Lowenthal & Lomellini, 2022;Ritzhaupt et al, 2018). While there is a growing body of research about specific types of EdAdvisors, there is very little that examines these three roles and their interrelationships holistically.…”

Section: Literature Reviewmentioning

confidence: 99%

Factors impacting the ability of ‘EdAdvisors’ to support and enhance technology-enhanced learning and teaching in Australian Higher Education

Simpson

2023

APUBS

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Technology-enhanced learning and teaching practice in Higher Education is facilitated in different ways by ‘Third Space’ support staff including Learning Designers, Education Technologists and Academic Developers, broadly defined as ‘EdAdvisors’ – educator/advisors. EdAdvisors offer rich experience and expertise across both pedagogy and technology can be hampered by workplace factors that diminish their ability to have meaningful impact. The work that EdAdvisors do is increasingly represented in existing research but there less is known of the barriers to their practice, particularly across different role-types. This doctoral research uses a Practice Theory lens and mixed methods to examine the complex web of factors in Australian Higher Education that shape the practices of EdAdvisors, including cultural, epistemic, material, organisational and relational, in an attempt to identify problems and suggest solutions. One significant problem is that EdAdvisor roles are often poorly defined. This work adds clarity to the understanding of these roles by comparing core activities and knowledge areas associated with them and using this analysis to find distinguishing characteristics and areas of overlap. It contributes to deeper understanding of the ways that teaching is and should be supported in Australian Higher Education. Feedback is sought on the theoretical lenses and methodology

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Accessible Online Learning: A Preliminary Investigation of Educational Technologists’ and Faculty Members’ Knowledge and Skills

Cited by 7 publications

References 23 publications

Exploring the Impact of Disabilities and Accommodation on Students’ Online Learning Experiences

Exploring the Impact of Disabilities and Accommodation on Students’ Online Learning Experiences

E-Learning Acceptance among Student: The Role of Instructor, Accessability and Universiti Support

Factors impacting the ability of ‘EdAdvisors’ to support and enhance technology-enhanced learning and teaching in Australian Higher Education

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