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

Authors

  • Korey Jerome Singleton George Mason University http://orcid.org/0000-0002-4255-2394
  • Anna Evmenova George Mason University
  • Marci Kinas Jerome George Mason University
  • Kevin Clark George Mason University

DOI:

https://doi.org/10.24059/olj.v23i1.1407

Keywords:

Online learning, accessibility, UDL, universal design, disability, distance education, higher education, online course development, instructional design

Abstract

This qualitative case study design examined the perspectives that instructional designers at a 4-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 semi-structured 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.

Author Biographies

Korey Jerome Singleton, George Mason University

Korey Singleton is the Assistive Technology Initiative (ATI) Manager for George Mason University (GMU). The ATI operates under the Compliance, Diversity, and Ethics Office and is tasked with guiding and implementing a university-wide strategy for addressing the electronic and information technology accessibility needs of students, staff, faculty, and visitors with disabilities. Preceding his work with GMU, Korey spent 10 years as a Rehabilitation Engineer/Assistive Technology Specialist at various state/local agencies covering Northern Virginia and parts of Central and Northern Illinois (including Chicago) supporting the information technology needs of individuals with visual impairments and the seating and wheeled mobility needs of individuals with mobility impairments, respectively. His education credentials include a Bachelor of Science in Biomedical Engineering (Mechanics) from Northwestern University, Master of Education (Special Education/Assistive Technology) from George Mason University, and a PhD in Education (Learning Technologies Design Research) from George Mason University.

Anna Evmenova, George Mason University

Anna S. Evmenova is an Associate Professor in the College of Education and Human Development. She currently works at the Division of Special Education and disAbility Research. Anna does research in Teacher Education, Higher Education and Educational Technology. 

Marci Kinas Jerome, George Mason University

Dr. Kinas Jerome is an Associate Professor at George Mason University specializing in the areas of severe disabilities and assistive technology. She serves as the academic coordinator of the low incidence special education programs and the AT masters and certificate programs. Dr. Kinas Jerome has served as the project coordinator and co-principal investigator of the state funded SD and Autism Consortium project for the last 10 years. Dr. Kinas Jerome is also the treasurer for the Technology and Media Division of the Council for Exceptional Children. Dr. Kinas Jerome completed her masters Degree and PhD in Special Education/Assistive Technology at GMU. She holds a teacher license with an endorsement in special education in New Jersey and has had 6 years of experience teaching children with severe disabilities.

Kevin Clark, George Mason University

Kevin Clark, Ph.D. is a Professor in the Division of Learning Technologies, and Founding Director of the Center for Digital Media Innovation and Diversity in the College of Education and Human Development at George Mason University. Kevin Clark is a full professor in the Learning Technologies Division of the College of Education and Human Development at George Mason University. His research interests include the role of interactive and digital media in education, broadening participation in STEM careers and disciplines, and issues of diversity in children's media. In addition to his scholarly activities, Dr. Clark has more than 20 years experience as a designer, advisor, and consultant to informal learning and media organizations such as:  National Park Service, Public Broadcasting Service (PBS), Corporation for Public Broadcasting (CPB), Common Sense Media, Fred Rogers Center, DHX Media, Disney Junior, Toca Boca, The Jim Henson Company, Hasbro, Cartoon Network, and Amazon Studios.   

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Published

2019-03-01

Issue

Vol. 23 No. 1 (2019)

Section

Faculty, Professional Development, and Online Teaching

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