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An Instrumental Case Study Exploring the Accessibility of Synchronous, Virtual Instruction for Adult Learners with Disabilities within a Federal Government Agency.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Instrumental Case Study Exploring the Accessibility of Synchronous, Virtual Instruction for Adult Learners with Disabilities within a Federal Government Agency./
Author:	McDaniel, Jennifer Nicole.
Description:	1 online resource (298 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-10, Section: A.
Contained By:	Dissertations Abstracts International83-10A.
Subject:	Instructional design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29063190click for full text (PQDT)
ISBN:	9798209995005

An Instrumental Case Study Exploring the Accessibility of Synchronous, Virtual Instruction for Adult Learners with Disabilities within a Federal Government Agency.
McDaniel, Jennifer Nicole.

An Instrumental Case Study Exploring the Accessibility of Synchronous, Virtual Instruction for Adult Learners with Disabilities within a Federal Government Agency. - 1 online resource (298 pages)

Source: Dissertations Abstracts International, Volume: 83-10, Section: A.

Thesis (Ed.D.)--Drexel University, 2022.

Includes bibliographical references

This qualitative, instrumental case study explored existing instructional design practices as related to the accessibility of synchronous, virtual instructional content for adult learners with disabilities within a federal government agency. The purpose of study was to explore the experiences and perceptions of a group of learning professionals within a federal government agency community of practice and to examine the instructional design processes that currently exist within this group. Nine learning professionals participated in individual, semi-structured interviews and provide information regarding their experiences designing and delivering instruction and the accessibility features that are associated with such instruction. Six of the nine learning professionals submitted instructional artifacts from past synchronous, virtual learning events for content analysis; these artifacts were audited to determine the degree of accessibility. Five of the nine learning professionals who participated in the study were self-identified employees with disabilities who provided critical data about their experiences as both participants in and creators of instructional content. This study further explored these learning professionals' backgrounds, current practices, and the barriers that make it difficult to make synchronous, virtual learning events accessible for employees with disabilities. The qualitative data gathered from individual interviews and instructional artifacts was analyzed through various coding methods and themed to assist in understanding accessibility in synchronous, virtual instruction within the federal government agency that was the focus of this study. The results of this data analysis provided information that federal agencies and other government, corporate, and nonprofit organizations can apply to their own instructional design organizations can use to make accessibility a part of the instructional design process rather than merely add accessible features to instructional content after its creation in response to requests for accommodation.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798209995005Subjects--Topical Terms:

3172279
Instructional design.
Subjects--Index Terms:

AbleismIndex Terms--Genre/Form:

542853
Electronic books.

An Instrumental Case Study Exploring the Accessibility of Synchronous, Virtual Instruction for Adult Learners with Disabilities within a Federal Government Agency.
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