Document Type
Article
Publication Date
3-2023
Abstract
Colleges and Universities have a more diverse student body than ever before—this includes a growing number of students with disabilities. Many of these students are attracted to the flexibility and anonymity of learning online. However, research suggests that students with disabilities often face barriers learning online. Given this, we set out to investigate how faculty and educational technologists are prepared to design accessible online courses and instructional materials. We surveyed 95 educational technologists, directors, and disability access personnel in this exploratory study. In the following paper, we report the results of our inquiry into these professionals’ perspectives on faculty and educational technologists’ knowledge and skills in creating accessible courses and instructional materials. We conclude by discussing the implications for research and practice.
Copyright Statement
This version of the article has been accepted for publication and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: https://doi.org/10.1007/s11528-022-00790-1
Publication Information
Lowenthal, Patrick R. and Lomellini, Amy. (2023). "Accessible Online Learning: A Preliminary Investigation of Educational Technologists’ and Faculty Members’ Knowledge and Skills". TechTrends, 67(2), 384-392. https://doi.org/10.1007/s11528-022-00790-1