Integrating UDL Strategies into the Online Course Development Process: Instructional Designers' Perspectives

Autor/inn/en	Singleton, Korey; Evmenova, Anya; Jerome, Marci Kinas; Clark, Kevin
Titel	Integrating UDL Strategies into the Online Course Development Process: Instructional Designers' Perspectives
Quelle	In: Online Learning, 23 (2019) 1, S.206-235 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2472-5749
Schlagwörter	Online Courses; Access to Education; Instructional Design; Research Universities; Curriculum Development; Attitudes; College Faculty; Resistance to Change; Educational Cooperation; Adoption (Ideas); Academic Accommodations (Disabilities) + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Education; Access; Bildung; Zugang; Bildungszugang; Lesson concept; Lessonplan; Unterrichtsentwurf; Forschungseinrichtung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Attitude; Einstellung; Verhalten; Fakultät; cooperation; Kooperation; Ideas; Ideenfindung
Abstract	This qualitative case study design examined the perspectives that instructional designers at a four-year research institution in the Mid-Atlantic region of the United States have about integrating UDL strategies into the online course development process. The participants were six individuals involved in the online course development process: four of the participants were instructional designers working for the Instructional Design Team, one participant was an assistant program manager in the Office of Distance Education, and the other was an instructional designer working in the College of Health and Human Services. The interviews focused on the participant's perspectives on the integration of UDL strategies and how they believe faculty perceived such practices. Using a series of semistructured interviews and document analysis, three distinct themes emerged: (a) the importance of the instructional designer-faculty member partnership, (b) the number of factors impacting faculty adoption of UDL strategies in their online courses, and (c) faculty resistance to changes in how classroom accommodations are addressed in the higher education classroom. In addition to highlighting factors impacting the integration of UDL strategies, the findings also revealed techniques that could be useful in improving faculty adoption of such practices. (As Provided).
Anmerkungen	Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01