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首页> 外文学位 >Designing accessible Web-based instruction for all learners: Perspectives of students with disabilities and Web-based instructional personnel in higher education.
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Designing accessible Web-based instruction for all learners: Perspectives of students with disabilities and Web-based instructional personnel in higher education.

机译：为所有学习者设计可访问的基于Web的教学：高等教育中的残疾学生和基于Web的教学人员的观点。

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摘要

Although appropriate technological devices have been developed, students inadvertently face a new challenge because of inaccessible content and resources on the Web. Many students feel that some common Web-based Instruction (WBI) features make content inaccessible because designers do not consider accessibility at the beginning of the course design. If the issues of accessibility are not appropriately addressed, the potential of WBI cannot easily transfer into direct educational benefits for all learners, especially students with disabilities.; This study has three purposes: (1) to discover how students with disabilities and WBI personnel in postsecondary educational institutions perceive Web accessibility, an application of Universal Design for Learning (UDL), for designing accessible and usable WBI; (2) to reveal the Web accessibility issues students with disabilities and WBI personnel have experienced when either taking or designing WBI courses; (3) to suggest some feasible solutions for constraints and problems identified above, along with some effective instructional design strategies for designing accessible WBI for all learners.; Students with four types of disabilities (i.e., mobility, cognitive or neurological, visual, and hearing impairments), online educators and educational support staff in a Midwestern university were recruited for individual and focus-group interviews. Document and observation analyses were performed. Each individual case was analyzed based on disability type and concluded with cross-case analyses.; The results of the study suggest that most students with disabilities and WBI personnel were not knowledgeable about assistive technologies and also not aware of Web accessibility and related standards and guidelines. Most WBI personnel were not sufficiently prepared to make their WBI accessible. Some personnel even had negative attitudes towards students with disabilities. However, WBI personnel thought providing accessible WBI courses was the right thing to do: providing equality and quality of life to students with disabilities. They also thought that WBI personnel should provide all learners with various types of course delivery methods or technologies and should use appropriate instructional design strategies to address the learners' needs. Based on the findings of this study, practical instructional design guidelines for designing accessible WBI to all learners are suggested.
机译：尽管已经开发了适当的技术设备，但由于Web上的内容和资源不可访问，学生无意中面临着新的挑战。许多学生认为某些通用的基于Web的教学（WBI）功能使内容无法访问，因为设计人员在课程设计之初并未考虑可访问性。如果无障碍问题得不到适当的解决，那么WBI的潜力将无法轻易地转化为所有学习者，特别是残疾学生的直接教育收益。这项研究具有三个目的：（1）发现中学后教育机构中的残疾学生和WBI人员如何理解Web的可访问性，这是通用设计学习（UDL）的应用，用于设计可访问和可用的WBI； （2）揭示残疾学生和WBI人员在参加或设计WBI课程时遇到的Web可访问性问题； （3）为上述约束和问题提出一些可行的解决方案，以及为所有学习者设计可访问的WBI的一些有效的教学设计策略；招募了中西部大学的四种类型的残疾学生（即行动障碍，认知或神经，视觉和听力障碍），在线教育工作者和教育支持人员进行个人访谈和焦点小组访谈。进行文件和观察分析。根据残疾类型对每个个案进行分析，并进行跨案分析。研究结果表明，大多数残障学生和WBI人员不了解辅助技术，也不了解Web的可访问性以及相关的标准和指南。大多数WBI人员还没有做好充分的准备来使WBI可以访问。一些人员甚至对残疾学生持消极态度。但是，WBI人员认为提供无障碍的WBI课程是正确的做法：为残疾学生提供平等和生活质量。他们还认为，WBI人员应为所有学习者提供各种类型的课程交付方法或技术，并应使用适当的教学设计策略来满足学习者的需求。根据这项研究的结果，建议为所有学习者设计可访问的WBI的实用教学设计指南。

著录项

  • 作者

    Roh, Seak-Zoon.;

  • 作者单位

    Indiana University.;

  • 授予单位 Indiana University.;
  • 学科 Education Technology.; Education Curriculum and Instruction.
  • 学位 Ph.D.
  • 年度 2004
  • 页码 234 p.
  • 总页数 234
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;
  • 关键词

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