Using Interpretative Phenomenological Analysis to Assess the Accessibility Awareness and Practices of Faculty in Online Learning Environments
Location
3031
Format Type
Paper
Format Type
Paper
Start Date
January 2016
End Date
January 2016
Abstract
The goal of this interpretative phenomenological analysis was to describe how online faculty gain knowledge regarding accessibility, to explore the lived experiences of online faculty who have worked with students who have disabilities, and to gain a better understanding of how faculty experience the process of accessibility implementation. The following research questions guided this study: How do faculty in OLEs experience encounters regarding accessibility for students who have print related disabilities? How do faculty in OLEs experience the journey of developing the skills needed to provide accessibility for students with print related disabilities? What aspects of accessibility and Universal Design do faculty members practice in OLEs and what meaning do they ascribe to the lived experience of providing these accommodations?
Eight super-ordinate themes emerged, including: Accessibility and usability awareness; interactions and relationships between faculty, students, various departments, and outside organizations relating to SWDs and accessibility; different perspectives and experiences of faculty who teach courses within programs that have an emphasis on accessibility, AT, or working with people with disabilities; faculty experiences and perspectives of working with SWDs and providing accessible materials in OLEs; faculty training and experience with accessibility and people with disabilities; faculty autonomy within OLEs as it relates to creating accessible content; accommodations and accessibility features used in OLEs; as well as LMS accessibility and usability. The results of this study led to several implications regarding training and support for faculty, students, and other staff within online programs, best practices for implementing accessibility, and recommendations for future studies.
Using Interpretative Phenomenological Analysis to Assess the Accessibility Awareness and Practices of Faculty in Online Learning Environments
3031
The goal of this interpretative phenomenological analysis was to describe how online faculty gain knowledge regarding accessibility, to explore the lived experiences of online faculty who have worked with students who have disabilities, and to gain a better understanding of how faculty experience the process of accessibility implementation. The following research questions guided this study: How do faculty in OLEs experience encounters regarding accessibility for students who have print related disabilities? How do faculty in OLEs experience the journey of developing the skills needed to provide accessibility for students with print related disabilities? What aspects of accessibility and Universal Design do faculty members practice in OLEs and what meaning do they ascribe to the lived experience of providing these accommodations?
Eight super-ordinate themes emerged, including: Accessibility and usability awareness; interactions and relationships between faculty, students, various departments, and outside organizations relating to SWDs and accessibility; different perspectives and experiences of faculty who teach courses within programs that have an emphasis on accessibility, AT, or working with people with disabilities; faculty experiences and perspectives of working with SWDs and providing accessible materials in OLEs; faculty training and experience with accessibility and people with disabilities; faculty autonomy within OLEs as it relates to creating accessible content; accommodations and accessibility features used in OLEs; as well as LMS accessibility and usability. The results of this study led to several implications regarding training and support for faculty, students, and other staff within online programs, best practices for implementing accessibility, and recommendations for future studies.
Comments
Breakout Session G