Many higher education institutions are not presenting accessible instructional course content in their online classes. This is an issue of equitable access to education, as it creates a barrier to academic success for students with disabling conditions (SWDs). The purpose of this mixed methods study was to understand faculty’s knowledge, motivation, and perceptions of organizational culture and priorities regarding the implementation of training and a stated goal of 100% accessibility compliance for all online instructional course content at a medium sized public institution in central California. The study participants were full-time faculty members from various academic disciplines who teach online at a two-year public community college campus. Data was collected via survey, interviews, and document analysis. The results and findings indicated that the most significant obstacle to achievement of the stated organizational goal was faculty’s insufficient knowledge of web accessibility remediation methods, and a lack of support from the organization regarding the amount of time accessibility work takes to complete. An organizational culture that did not prioritize supporting SWDs as demonstrated by a lack of establishing explicit policies requiring accessibility in online courses and a lack of recognizing and rewarding faculty doing the work of providing accessible online course content was an additional obstacle. This study provides recommendations developed by using the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016). The recommendations identified are intended to assist the organization in developing a culture that clearly articulates the needs of SWDs and provides what faculty need to ensure SWDs have every opportunity for academic success.
|Commitee:||Phillips, Jennifer, Wilcox, Alexandra|
|School:||University of Southern California|
|School Location:||United States -- California|
|Source:||DAI-A 82/6(E), Dissertation Abstracts International|
|Subjects:||Educational technology, Disability studies, Community college education|
|Keywords:||Accessibility, Disabilities, Distance education, Equity, Online instruction, Online learning|
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