From Disability to Usability in Online Instruction

deMaine, Susan

doi:10.2139/ssrn.2428420

Cited by 1 publication

(3 citation statements)

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“…The Meso domain of research looks specifically at some of the key reasons higher education institutions have been dedicating resources and personnel to support learners with disabilities who take online courses (Center for Educational Innovation, n.d.; Loftus, 2019;Rothstein, 2010;Perez& Ali, 2010). Laws and regulations related to campus accessibility, in general, and accessible online education, in particular, are examined (deMaine, 2017;Federal Communications Commission, 2017;Helland, 2017;Huss & Eastep, 2016;U.S. General Services Administration, n.d.).…”

Section: Figurementioning

confidence: 99%

“…Table 1 lists the three domains, subdomains, and the key authors and publications. Bolman & Deal, 2017;Lunenburg, 2012;Manning, 2013;Cohen & Kisker, 2010Ko & Rossen, 2017Allen &Seaman, 2014Zumeta et al, 2012Lombardi & Adam, 2017Meyer, 2014;Linder, Fontaine-Rainen, & Behling, 2015;Hadley & Archer, 2017NCES, 2019Seale, 2014;Terras et al, 2015Burgstahler, 2015Seale, 2014;Terras et al, 2015 deMaine, 2017;FCC, 2017;Perez, Ali, 2010;Rothstein, 2010Madaus, Kowitt & Lalor, 2012Alnahdi, 2014;U.S. DOJ, 2009U.S.…”

Section: Figurementioning

confidence: 99%

“…DOE, , 2018EEOC, 2020;GSA, 2020. East, Stokes & Walker, 2014Wattenberg, 2004;Linder et al, 2015;Lombardi & Adam, 2017 Burgstahler, 2003;2015;Coombs, 2010;QM, 2018Rogers-Shaw, Carr-Chellman & Choi, 2017Hollingshead, 2017 Web3c WAI, n.d.;Betts et al, 2013;Cohn et al, 2016;Coy et al, 2014;deMaine, 2017;Diefenderfer, 2019;Herman, 2012Baumgartner, 2001Huss & Eastep, 2016;Keengwe & Kidd, 2010;Brooks, 2010;Kuhlenschmidt, 2010;Austin & Sorcinelli, 2013;Gappa & Austin, 2007…”

Section: Figurementioning

confidence: 99%

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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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Section: Figurementioning

confidence: 99%