College Students' with Learning Disabilities Personal Reactions to Online Learning

Simoncelli, Andrew; Hinson, Janice

doi:10.1080/10790195.2008.10850308

Cited by 17 publications

(8 citation statements)

References 4 publications

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“…However, it is the instructors' responsibility to make sure all students have access to course materials [33]. Courses designed to meet the needs of students with disabilities might also assist other students [34][35][36]. R. Mace in 1997 coined the term Universal Design for Learning (UDL) to describe a course design that improves the accessibility of course to students with different learning styles, different backgrounds, different abilities, and disabilities [32,35,37].…”

Section: Students With Disabilitiesmentioning

confidence: 99%

“…The sense of isolation often felt by students engaged in E-Learning, including rural students, is well documented [22,36]. Rural students, many who are first generation college students or members of other underrepresented groups in higher education, appreciate consistent and respectful communication with instructors and other members on the main college campus [47].…”

Section: Rural Studentsmentioning

confidence: 99%

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Increasing Access to Higher Education Through E-Learning

Renes¹

2015

E-Learning - Instructional Design, Organizational Strategy and Management

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Students with disabilities, rural students, students with parental responsibilities, and military students are populations who now have increased access to higher education due to E-Learning. "ccess limited by the location of the student, life circumstances that cannot be changed, or responsibilities that cannot be ignored, no longer act as barriers to higher education. This chapter examines how E-Learning benefits each of these populations and examines possibilities for international collaborations. The online environment has caused educators at all levels to re-examine how education might be delivered and who might benefit from this increased access.

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Section: Students With Disabilitiesmentioning

confidence: 99%

Section: Rural Studentsmentioning

confidence: 99%

Increasing Access to Higher Education Through E-Learning

Renes¹

2015

E-Learning - Instructional Design, Organizational Strategy and Management

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“…The Micro and the final domain of research focuses on designing accessible online courses and faculty training and development related to supporting learners with disabilities who take online courses (Barber & King, 2016;Baumgartner, 2001;Holmes & Kozlowski, 2015;Simoncelli & Hinson, 2008). The Micro domain also examines current best practices to create, implement, and support effective, efficient, and accessible online learning courses.…”

Section: Figurementioning

confidence: 99%

Faculty Perceptions on Accessibility in Online Learning: Knowledge, Practice and Professional Development

Guilbaud¹,

Martin²,

Newton³

2021

OLJ

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This study examined the level of readiness of faculty in designing and delivering accessible online courses to meet the needs of all learners, including students with disabilities. A total of 182 tenured/non-tenured full time, part-time, adjunct and clinical faculty from three public universities of different sizes were surveyed to gauge their awareness, understanding, and practices related to disability laws, quality standards, utilization of tools, and professional development support. Results from the study indicated an uneven level of readiness by faculty regarding online learning accessibility. Results from the study showed that professional development training in online learning had a very significant influence on accessibility knowledge and practice. Also, high perceptions of knowledge for institutional policy and terminology and low perception of accessibility laws and standards were found. It is also found that training on disability-related laws and regulations provided by higher education institutions was insufficient and at times, does not align with the faculty’s schedule. Given the results of the study, it is recommended that higher education institutions reorient their approach to supporting faculty who teach online and develop a comprehensive strategy to reach the goal of helping all students, including students with disabilities, to fully engage online learning. The findings from this study have implications for course development and implementation to support students with disabilities.

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“…Whether it is done to support SWDs (Aguirre & Duncan, 2013;Catalano, 2014;Dotger, 2011;Habib et al, 2012;Simoncelli & Hinson, 2008), students who speak English as a second language (Ragpot, 2011), or simply to create a more inclusive classroom environment (Kumar, 2010;Nielsen, 2013), research shows that both faculty and students have positive attitudes with respect to the implementation of UDL in the higher education classroom. Unfortunately, this has not translated into the widespread adoption of UDL strategies by instructional faculty.…”

Section: Implementing Udl In the Higher Education Classroommentioning

confidence: 99%

Integrating UDL Strategies into the Online Course Development Process: Instructional Designers' Perspectives

Singleton

Evmenova

Jerome

et al. 2019

OLJ

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This qualitative case study design examined the perspectives that instructional designers at a fouryear research institution in the Mid-Atlantic region of the United States have about integrating UDL strategies into the online course development process. The participants were six individuals involved in the online course development process: four of the participants were instructional designers working for the Instructional Design Team, one participant was an assistant program manager in the Office of Distance Education, and the other was an instructional designer working in the College of Health and Human Services. The interviews focused on the participant's perspectives on the integration of UDL strategies and how they believe faculty perceived such practices. Using a series of semistructured interviews and document analysis, three distinct themes emerged: (a) the importance of the instructional designer-faculty member partnership, (b) the number of factors impacting faculty adoption of UDL strategies in their online courses, and (c) faculty resistance to changes in how classroom accommodations are addressed in the higher education classroom. In addition to highlighting factors impacting the integration of UDL strategies, the findings also revealed techniques that could be useful in improving faculty adoption of such practices.

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College Students' with Learning Disabilities Personal Reactions to Online Learning

Cited by 17 publications

References 4 publications

Increasing Access to Higher Education Through E-Learning

Increasing Access to Higher Education Through E-Learning

Faculty Perceptions on Accessibility in Online Learning: Knowledge, Practice and Professional Development

Integrating UDL Strategies into the Online Course Development Process: Instructional Designers' Perspectives

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