Doctor of Philosophy, University of Toledo, 2022, 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 develo (open full item for complete abstract)

Committee: Berhane Teclehaimanot (Committee Chair); Mingli Xiao (Committee Member); Greg Stone (Committee Member); Judy Lambert (Committee Member) Subjects: Educational Technology

Master of Science (MS), Ohio University, 2020, Industrial and Systems Engineering (Engineering and Technology)

The performance evaluation of public bus transit systems based on accessibility has been the forefront in transportation research for many years. Accessibility depends on the number of users as well as their distance from the service. Estimation of the transportation demand for areas without existing service is challenging. The ridership of a transportation system is an indicator of the demand for the transit system. Evaluating accessibility for public transportation based on demand (ridership) in areas without existing public transportation is the main objective of this research. In the proposed methodology, data sources such as the population at the census block level, number of people employed, income ranges of people, and land-use characteristics are used in a ridership forecast model to estimate ridership at certain points in an area without public transportation service. Walking distances to transit stops are calculated using real road network data to assess the accessibility to the transit system in two scenarios. The results showed an improvement of 18% (205 meters) in the average walking distance after locating stops in unserved areas.

Committee: Saeed Ghanbartehrani (Advisor); Felipe Aros-Vera (Committee Member); Gary Weckman (Committee Member); William Young (Committee Member) Subjects: Industrial Engineering

Master of Education (MEd), Bowling Green State University, 2012, Career and Technology Education/Technology

Facilitators make decisions when designing and creating differential instructional materials or activities. The materials or activities each embed scaffolding into the creation process of learning design. Instructional materials require a digital solution for the millennial generation (1977—1990) whether in postsecondary education or the business world (Hudson, K. and Hiemstra, G., 2009). A digital format invokes advocacy on the part of a learner's additional work for a facilitator to respond to student-centric learning. Moreover, connectivism enables the inclusive classroom model to function. According to the Center for Applied Special Technology (CAST), the underlying premise is a reflective awareness of the unique nature of the learner (CAST, 2003). A need exists to accommodate differences, creating learning experiences that suit the learner and maximize his or her ability to progress. A study of generational domains involves differential instruction using pedagogy and tools offering influence for the need of the program, the design, implementation and service delivery, impact or intended learning outcomes, and program effectiveness. Research by Pea (1993), Prensky (2001), and Siemens (2006) gleans information from individuals and shapes their future through learning, discovery, collaboration and personal growth. This study provides information useful to postsecondary education institutions in learning design and practice. Differential instruction theory in this study demonstrated efficient and effective student-centric curricula for improved assessment scores on educational goals/aspirations, foundation to complete under-graduate degree program, and the development of students as future collegiate alumni of critical thinking citizens.

Committee: Terry Herman PhD (Advisor); Paul Cesarini PhD (Committee Member); Edward Whipple PhD (Committee Member) Subjects: Adult Education; Community College Education; Curricula; Curriculum Development; Education; Educational Evaluation; Educational Leadership; Educational Technology; Educational Theory; Instructional Design; Teacher Education; Teaching