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Faculty Perceptions of Readiness to ...

Biggs, Vernetta Maxine,

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Faculty Perceptions of Readiness to Develop Accessible Online Courses /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Faculty Perceptions of Readiness to Develop Accessible Online Courses // Vernetta Maxine Biggs.
Author:	Biggs, Vernetta Maxine,
Description:	1 electronic resource (241 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-11, Section: B.
Contained By:	Dissertations Abstracts International85-11B.
Subject:	Instructional design. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31142387
ISBN:	9798382600826

Faculty Perceptions of Readiness to Develop Accessible Online Courses /
Biggs, Vernetta Maxine,

Faculty Perceptions of Readiness to Develop Accessible Online Courses /Vernetta Maxine Biggs. - 1 electronic resource (241 pages)

Source: Dissertations Abstracts International, Volume: 85-11, Section: B.

Faculty who develop courses in an online environment are crucial to an integral part of providing accessible learning in graduate school education. However, existing literature on accessibility reveals that faculty are sometimes unprepared to create accessible online courses. Developing accessible courses for all students is an ongoing challenge as online learning evolves. This phenomenological qualitative study explored faculty perceptions of readiness to develop accessible online courses at a comprehensive regional university in the Southeastern United States. Participants in the study included a purposefully selected sample of nine undergraduate and graduate faculty who had developed at least one online course. The source of data was an online survey and online one-on-one interviews. The theoretical framework featured in this study was the theory of planned behavior. The theory of planned behavior proposes that an individual's behavior derives from the intention of performing a specific behavior. The theory of planned behavior has three constructs that determine an individual's behavioral intent. The three constructs included in the theory of planned behavior are attitude, subjective norms, and perceived behavioral control. Findings from this study revealed that faculty had a neutral intent to develop accessible online courses, and the primary area of influence was subjective norms which impact faculty readiness. The results indicated that participants considered time management a negative factor influencing faculty's intention to develop accessible online courses. Future research should explore the implications for faculty time management, address students' perceptions about faculty readiness to develop accessible online courses and replicate the same study to explore faculty readiness to develop accessible online courses with a different target population.

English

ISBN: 9798382600826Subjects--Topical Terms:

3172279
Instructional design.
Subjects--Index Terms:

Course development

Faculty Perceptions of Readiness to Develop Accessible Online Courses /
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520 $a Faculty who develop courses in an online environment are crucial to an integral part of providing accessible learning in graduate school education. However, existing literature on accessibility reveals that faculty are sometimes unprepared to create accessible online courses. Developing accessible courses for all students is an ongoing challenge as online learning evolves. This phenomenological qualitative study explored faculty perceptions of readiness to develop accessible online courses at a comprehensive regional university in the Southeastern United States. Participants in the study included a purposefully selected sample of nine undergraduate and graduate faculty who had developed at least one online course. The source of data was an online survey and online one-on-one interviews. The theoretical framework featured in this study was the theory of planned behavior. The theory of planned behavior proposes that an individual's behavior derives from the intention of performing a specific behavior. The theory of planned behavior has three constructs that determine an individual's behavioral intent. The three constructs included in the theory of planned behavior are attitude, subjective norms, and perceived behavioral control. Findings from this study revealed that faculty had a neutral intent to develop accessible online courses, and the primary area of influence was subjective norms which impact faculty readiness. The results indicated that participants considered time management a negative factor influencing faculty's intention to develop accessible online courses. Future research should explore the implications for faculty time management, address students' perceptions about faculty readiness to develop accessible online courses and replicate the same study to explore faculty readiness to develop accessible online courses with a different target population.
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