View in EDS PDF Full Text

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

Saved in:
Bibliographic Details
Title: Integrating UDL Strategies into the Online Course Development Process: Instructional Designers' Perspectives
Language: English
Authors: Singleton, Korey, Evmenova, Anya, Jerome, Marci Kinas, Clark, Kevin
Source: Online Learning. Mar 2019 23(1):206-235.
Availability: 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
Peer Reviewed: Y
Page Count: 30
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Online Courses, Access to Education, Instructional Design, Research Universities, Curriculum Development, Attitudes, College Faculty, Resistance to Change, Educational Cooperation, Adoption (Ideas), Academic Accommodations (Disabilities)
ISSN: 2472-5749
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.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1211170
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwHJkFmfVR4JSRPQXCipZ_HPAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDP1ccdi_aPWUYi2vLwIBEICBmkakBmGulEy1EOGFDai4r2QD-HO6RR5leZ2BYp9aP9KduBzZ9mtnJwkmkXnfiw5UQZFG-uHtHQiKLzBz2KNOnrOzAUcJRwNRMHzZ-pqav_WE7I8Mh8207Ww-8EfWwwr-TaUrXmgvSsy_7qdjF3Xxjq_z6bSAfuwIVlXl-fFsPSUgWgQSDhcRjLxrZ3VaWZLKmbtUX62S13LWzvA=
Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1211170
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1211170
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Integrating UDL Strategies into the Online Course Development Process: Instructional Designers' Perspectives
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Singleton%2C+Korey%22">Singleton, Korey</searchLink><br /><searchLink fieldCode="AR" term="%22Evmenova%2C+Anya%22">Evmenova, Anya</searchLink><br /><searchLink fieldCode="AR" term="%22Jerome%2C+Marci+Kinas%22">Jerome, Marci Kinas</searchLink><br /><searchLink fieldCode="AR" term="%22Clark%2C+Kevin%22">Clark, Kevin</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Online+Learning%22"><i>Online Learning</i></searchLink>. Mar 2019 23(1):206-235.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 30
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2019
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Universities%22">Research Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes%22">Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Resistance+to+Change%22">Resistance to Change</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Cooperation%22">Educational Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Adoption+%28Ideas%29%22">Adoption (Ideas)</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Accommodations+%28Disabilities%29%22">Academic Accommodations (Disabilities)</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2472-5749
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2019
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1211170
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1211170
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 30
        StartPage: 206
    Subjects:
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Instructional Design
        Type: general
      – SubjectFull: Research Universities
        Type: general
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: Attitudes
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Resistance to Change
        Type: general
      – SubjectFull: Educational Cooperation
        Type: general
      – SubjectFull: Adoption (Ideas)
        Type: general
      – SubjectFull: Academic Accommodations (Disabilities)
        Type: general
    Titles:
      – TitleFull: Integrating UDL Strategies into the Online Course Development Process: Instructional Designers' Perspectives
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Singleton, Korey
      – PersonEntity:
          Name:
            NameFull: Evmenova, Anya
      – PersonEntity:
          Name:
            NameFull: Jerome, Marci Kinas
      – PersonEntity:
          Name:
            NameFull: Clark, Kevin
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2019
          Identifiers:
            – Type: issn-print
              Value: 2472-5749
          Numbering:
            – Type: volume
              Value: 23
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Online Learning
              Type: main
ResultId 1