Online Course Design Elements to Better Meet the Academic Needs of Students with Dyslexia in Higher Education

Autor/in	Dziorny, Mary Aileen
Titel	Online Course Design Elements to Better Meet the Academic Needs of Students with Dyslexia in Higher Education
Quelle	(2012), (263 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of North Texas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2677-8090-4
Schlagwörter	Hochschulschrift; Dissertation; Online Courses; Dyslexia; Higher Education; Special Needs Students; Educational Needs; Curriculum Design; Delivery Systems; Computer Simulation; Educational Strategies; Educational Principles; Constructivism (Learning); Design Preferences; Online Surveys; Mixed Methods Research; Observation; Followup Studies; Interviews; Instructional Design; Special Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Online course; Online-Kurs; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sonderpädagogischer Förderbedarf; Educational need; Bildungsbedarf; Lehrplangestaltung; Auslieferung; Computergrafik; Computersimulation; Lehrstrategie; Bildungsprinzip; Design requirements; Gestaltungsmittel; Beobachtung; Follow-up studies; Kontaktstudium; Interviewing; Interviewtechnik; Lesson concept; Lessonplan; Unterrichtsentwurf; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	This study sought to determine if an online course designed and delivered in Second Life can meet the needs of higher education students with dyslexia. The course design incorporated strategies from Gagne' and Briggs' principles of instruction, Gagnon and Collay's constructivist learning design, Powell's key learning needs of dyslexics, and elements of universal design. Specific design elements are discussed including screen captures from the design. The study employed a mixed methods approach incorporating an online survey, recorded observation session, and two follow up interviews. The observation session and interviews were only completed by the sample population of eight participants, which included three participants with dyslexia and five participants without dyslexia. The sample population was selected using purposeful sampling techniques to ensure the widest representation of the population with a small sample. Extensive excerpts of the sample participants' interview responses are presented and discussed, including participants' suggestions for improving the course design. Key findings from all three data sources are discussed. Finally, implications for instructional design and special education and suggestions for further research are presented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10