Expert Consensus on Barriers to College and University Online Education for Students with Blindness and Low Vision

Autor/in	Pavithran, Sachin D.
Titel	Expert Consensus on Barriers to College and University Online Education for Students with Blindness and Low Vision
Quelle	(2017), (148 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Utah State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3697-4344-9
Schlagwörter	Hochschulschrift; Dissertation; Blindness; Visual Impairments; Barriers; College Students; Online Courses; Accessibility (for Disabled); Influences; Policy; Access to Education; Accountability; Access to Computers; Teacher Education; Delphi Technique; Assistive Technology; Student Surveys; Likert Scales + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Blindheit; Visual handicap; Sehbehinderung; Collegestudent; Online course; Online-Kurs; Accessibility; Zugänglichkeit; Influence; Einfluss; Einflussfaktor; Politik; Education; Access; Bildung; Zugang; Bildungszugang; Verantwortung; Lehrerausbildung; Lehrerbildung; Delphi-Methode; Schülerbefragung; Likert-Skala
Abstract	Online education courses have increased exponentially over the last twenty years. These courses provide opportunities for education to students that may find attending in a regular classroom difficult, if not impossible. The number of students with disabilities enrolling in online education courses is also increasing. However, because of the mode of delivery (via computer/internet), blind and low vision college and university students can find it difficult to participate fully in an online course if it is not designed with accessibility in mind. The purpose of this study was to identify the barriers that blind and low vision college and university students face when accessing online education courses. A framework for the present study was developed using five factors that influence accessibility for blind and low-vision students: (1) inconsistent policies, (2) lack of accessibility and universal design, (3) lack of instructor training, (4) lack of monitoring and accountability, (5) inequities in access to bandwidth infrastructure and devices. A three-round Delphi survey was developed to gather expert opinions regarding the effect these factors have on accessibility to online education for blind and low-vision students. Participants for the study were blind and low vision college and university students who had previously taken an online course and had used any assistive technology devices to access the computer. The first round of the Delphi consisted of seven open-ended questions. Responses from the first round were analyzed and 25 survey items were generated for Round Two. Study participants rated each item on a 7-point Likert scale. In the third and final round study participants were sent the same 25 survey items along with the mean and standard deviation (SD) for each and given the opportunity to reconsider their answers based on the group's responses. Round Three mean and standard deviations scores were analyzed and survey items were ranked in importance for participants from lowest SD scores to highest. SD scores above 1.00 were not ranked in importance for participants. Results were discussed in context to the established framework. Additionally, implications, limitations, and recommendations for future research were also discussed. [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	2020/1/01