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walters dissertation FINAL2.pdf (1.51 MB)

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Evaluating the Effectiveness of Online Faculty Development in Creating Accessible Content

Walters, Anthony Paul
http://orcid.org/0000-0002-4445-8270
http://rave.ohiolink.edu/etdc/view?acc_num=toledo1651154981818551

Abstract Details

2022, Doctor of Philosophy, University of Toledo, Curriculum and Instruction: Educational Technology.
With the growth of online learning, as well as the use of technology to supplement in-person learning, technology has enabled many opportunities for creating highly interactive and highly accessible learning environments. However, it is important to design learning environments to be accessible to diverse learners and learners with disabilities. Educational institutions must comply with legislation such as the Americans with Disabilities Act, as well as moral and ethical concerns related to inclusive institutional cultures. As a result, educational institutions should provide professional development and the resources necessary to help faculty members develop accessible course content. Furthermore, the theory of Universal Design for Learning provides a framework for ensuring access to learning opportunities as a part of the course design process. UDL helped to ensure all learners can benefit from accessible learning experiences. This research study explored the use of online professional development and its role in creating accessible online learning environments. A questionnaire was distributed to faculty members to determine if the participation in professional development resulted in positive beliefs towards accessibility. In addition, faculty skills for creating accessible content were evaluated. Courses taught by participating faculty members were evaluated for accessibility using Blackboard Ally, and faculty members were asked about their familiarity with UDL. The research study determined that there was not a significant difference between faculty members who took online professional development compared to those who did not take professional development in relation to attitudes towards accessibility, as well as faculty skills in creating accessible content. The research study identified a significant difference in accessibility of online content, using Blackboard Ally accessibility scores, between faculty members who participated in professional development in contrast to those who did not. The study identified a broad familiarity of UDL principles amongst the faculty members who participated in the study.
Berhane Teclehaimanot (Committee Chair)
Mingli Xiao (Committee Member)
Greg Stone (Committee Member)
Judy Lambert (Committee Member)
132 p.
Educational Technology
Web Accessibility; Universal Design for Learning; Online Instruction; Online Instructional Design; Professional Development; Accessibility Evaluation; Educational Technology; Instructional Technology

Recommended Citations

Citations

  • Walters, A. P. (2022). Evaluating the Effectiveness of Online Faculty Development in Creating Accessible Content [Doctoral dissertation, University of Toledo]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1651154981818551

    APA Style (7th edition)

  • Walters, Anthony. Evaluating the Effectiveness of Online Faculty Development in Creating Accessible Content. 2022. University of Toledo, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=toledo1651154981818551.

    MLA Style (8th edition)

  • Walters, Anthony. "Evaluating the Effectiveness of Online Faculty Development in Creating Accessible Content." Doctoral dissertation, University of Toledo, 2022. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1651154981818551

    Chicago Manual of Style (17th edition)

toledo1651154981818551
283
© 2022, all rights reserved.
This open access ETD is published by University of Toledo and OhioLINK.