Classroom Audio Distribution in the Postsecondary Setting: A Story of Universal Design for Learning

Autor/inn/en	Flagg-Williams, Joan B.; Bokhorst-Heng, Wendy D.
Titel	Classroom Audio Distribution in the Postsecondary Setting: A Story of Universal Design for Learning
Quelle	In: Journal of Postsecondary Education and Disability, 29 (2016) 2, S.165-177 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Postsecondary Education; Classroom Techniques; Teacher Surveys; Student Surveys; Access to Education; Teaching Methods; Audio Equipment; Acoustics; Questionnaires; Human Factors Engineering; Self Esteem; Teacher Attitudes; Student Attitudes; Academic Achievement; Technology Uses in Education; Foreign Countries; Qualitative Research; Statistical Analysis; Canada + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Klassenführung; Schülerbefragung; Education; Access; Bildung; Zugang; Bildungszugang; Teaching method; Lehrmethode; Unterrichtsmethode; Audio-CD; Akustik; Fragebogen; Self-esteem; Selbstaufmerksamkeit; Lehrerverhalten; Schülerverhalten; Schulleistung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Qualitative Forschung; Statistische Analyse; Kanada
Abstract	Classroom Audio Distribution Systems (CADS) consist of amplification technology that enhances the teacher's, or sometimes the student's, vocal signal above the background noise in a classroom. Much research has supported the benefits of CADS for student learning, but most of it has focused on elementary school classrooms. This study investigated the effects of CADS in the postsecondary setting. Surveys and focus groups were used to elicit the perspectives of both students and professors toward CADS in university classrooms, revealing many themes and multidimensional attitudes. Teachers' and students' perspectives are considered within the principles of Universal Design for Learning (UDL), which encourages a flexible approach toward teaching in order to include as many different types of students as possible in the learning process. CADS is seen as one way to support UDL in higher education settings. (As Provided).
Anmerkungen	Association on Higher Education and Disability. 107 Commerce Center Drive Suite 204, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: ahead@ahead.org; Web site: http://www.ahead.org/publications/jped
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01