scholarly journals COVID-19 and Undergraduates with Disabilities: Challenges Resulting from the Rapid Transition to Online Course Delivery for Students with Disabilities in Undergraduate STEM at Large-Enrollment Institutions

2021 ◽  
Vol 20 (3) ◽  
pp. ar36
Author(s):  
Logan E. Gin ◽  
Frank A. Guerrero ◽  
Sara E. Brownell ◽  
Katelyn M. Cooper
Keyword(s):  
Students With Disabilities ◽  
Online Instruction ◽  
Course Delivery ◽  
Online Course ◽  
Online Environment ◽  
Rapid Transition ◽  
Large Enrollment

This article explores how the rapid transition to online instruction as a result of the COVID-19 pandemic affected students with disabilities. Findings suggest challenges related to access to existing accommodations, unique challenges in the online environment, and factors that prevented students from being properly accommodated in STEM courses.

scholarly journals Creating Online Instruction that is Accessible, Usable, and Inclusive

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Sheryl Burgstahler
Keyword(s):  
Information Technology ◽  
Online Learning ◽  
Students With Disabilities ◽  
Online Instruction ◽  
Universal Design ◽  
Online Course ◽  
Online Content ◽  
Hybrid Courses ◽  
Wide Range ◽  
Online Activities

As a consequence of the COVID19 pandemic, we have witnessed a swift movement of onsite and hybrid courses to fully online formats. This development has created an urgent need for the design and delivery of online content and engagement mechanisms that are equitable for all students. There is little evidence that many of these courses are accessible to, usable by, and inclusive of students with disabilities. The author of this article discusses challenges students with disabilities face in accessing online content and engaging in online activities as well as choices that instructors and online course designers can make with respect to pedagogy and information technology (IT) to ensure that their classes are accessible to, usable by, and inclusive of all students. She introduces for those new to this field the potential of the universal design (UD) framework to inform the design of online learning that addresses the needs of students with a wide range of characteristics.

Develop FERPA guidance for online course delivery

2021 ◽  
Vol 21 (9) ◽  
pp. 1-5
Author(s):  
Amelia Pavlik
Keyword(s):  
Course Delivery ◽  
Online Course

scholarly journals Experiencing the shift: How postsecondary contract and continuing faculty moved to online course delivery

2021 ◽  
Vol 30 (2) ◽  
pp. 63
Author(s):  
Patricia Danyluk ◽  
Amy Burns
Keyword(s):  
Online Teaching ◽  
Course Design ◽  
Online Courses ◽  
New Technology ◽  
Course Delivery ◽  
Full Time ◽  
Online Environment ◽  
Faculty Position ◽  
Post Secondary ◽  
Additional Work

The shift to online learning that occurred in March of 2020, created an unprecedented period of intense work for faculty and sessional instructors at the post-secondary level. This shift necessitated courses be adapted under short timelines, new technology be integrated into course design and teaching strategies and assessment methods be adapted for an online environment (Van Nuland et al., 2020). This study examines how sessional instructors, referred to in this chapter as contract faculty, and continuing full-time faculty members delivering the same online courses experienced this shift. While the demands of a continuing faculty position call for balancing of teaching, research and service responsibilities, contract instructors have their own unique stressors (Karram Stephenson et al., 2020). Contract faculty lack job security, are paid by the course and often receive their teaching assignments with short notice. By examining their perspectives on delivering the same courses online, we learn that the shift to online teaching resulted in additional work in order to adapt courses to the online environment, with faculty describing the challenges of balancing the additional work with other responsibilities of their position. Concerns of participants focused on a perceived inability to develop relationships with students in an online environment.

Quality Online Learning in Higher Education

2019 ◽  
pp. 663-679
Author(s):  
Deborah G. Wooldridge ◽  
Sandra Poirier ◽  
Julia M. Matuga
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Postsecondary Education ◽  
Essential Role ◽  
Information Age ◽  
Traditional Education ◽  
Course Delivery ◽  
Online Course ◽  
Technological Changes ◽  
Cultural Issue

Traditional education systems alone, despite the essential role they have played and will continue to play in learning, are simply not capable of serving the world's growing and changing needs. The knowledge explosion, driven by the power of the network to connect people and spread ideas, has changed the very nature of learning. We must innovate and develop new modes of learning, both formal and informal, that meet the demands of the knowledge-driven economy in this information age. This chapter begins by identifying the technological changes that are affecting all societies and how these changes will specifically impact postsecondary education. The topic of course delivery within this chapter is viewed as a cultural issue that permeates processes from the design of an online course to the evaluation of an online course.

Classroom Preferences

2010 ◽  
pp. 1268-1279
Author(s):  
Chuleeporn Changchit ◽  
Tim Klaus
Keyword(s):  
Student Retention ◽  
Online Instruction ◽  
Online Courses ◽  
Retention Rates ◽  
Online Course ◽  
Online Programs ◽  
Traditional Courses ◽  
Course Offerings

Advances in technology have enabled instructors to design online courses that better meet the needs of students. Online courses generally are adaptations of traditional courses; some courses are more suitable for such online instruction. As the trend of online course offerings continues, universities must understand factors that lead to students’ preferences since online courses can be costly to develop and implement and inappropriate online coursescan lead to lower student retention rates. This study focuses on students’ perceptions of online courses. The results identify issues that affect students’ perceptions and this study concludes by suggesting ways for universities to design online programs that better suit the desires of students.

Improving Hybrid and Online Course Delivery Emerging Technologies

2010 ◽  
pp. 239-258 ◽  
Author(s):  
Nory B. Jones ◽  
Christian Graham
Keyword(s):  
Wavelength Division Multiplexing ◽  
Second Life ◽  
Emerging Technologies ◽  
Learning Experience ◽  
Satellite Networks ◽  
Course Delivery ◽  
Online Course ◽  
Hybrid Courses ◽  
Wavelength Division ◽  
Online Tools

As educational budgets continue to shrink, colleges and universities have turned to online course delivery as a means of increasing enrollments. In addition, with the proliferation of Internet-based course management and other software that facilitate the learning experience, many traditional courses are adding an online component, creating hybrid courses in different formats. In this chapter, the authors explore different strategies and technology solutions to help instructors develop rich, dynamic courses, whether they are completely online or hybrid courses that use online tools and technologies to augment the traditional class. This chapter covers the advantages and disadvantages of hybrid courses, technologies and practices available for them, emerging technologies such as Second Life™, social networks, dense wavelength division multiplexing, telepresence, satellite networks, and the use of texting in the classroom.

Curriculum and Online Course Development Framework

2021 ◽  
pp. 223-251
Author(s):  
Piti G. Kanjanapongpaisal ◽  
Florence Wolfe Sharp
Keyword(s):  
Online Instruction ◽  
Online Course ◽  
Online Curriculum ◽  
Development Framework ◽  
The World ◽  
Online Course Development ◽  
Key Issues ◽  
Solid Foundation ◽  
Development Phases

The online pivot necessitated by the COVID-19 pandemic of 2020 has placed online instruction in the spotlight. While schools and universities around the world quickly moved classes online and kept students learning, it became apparent that most institutions and instructors lacked a solid foundation in creating online curriculum. Recognizing that online instruction is here for the long-term, building skills in creating and managing the online curriculum is essential. This chapter covers the history and foundations of curriculum, explores key issues and opportunities for educators just getting started with online learning, and recommends foundational practices for developing effective online curriculum. The approach takes a practical perspective, stepping through the curriculum development phases and concluding with a look at some of the challenges curriculum developers and instructors face.

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