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Online Course Designs: Are Special Needs Being Met?

Online Course Designs: Are Special Needs Being Met?. Christy Keeler. Mark Horney. Outline. Study Purpose Literature Review Methodology Results and Discussion Implications. Study Purpose. Rapid growth in field Market share Students with special needs Need for Accommodations

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Online Course Designs: Are Special Needs Being Met?

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  1. Online Course Designs: Are Special Needs Being Met? Christy Keeler Mark Horney

  2. Outline Study Purpose Literature Review Methodology Results and Discussion Implications

  3. Study Purpose • Rapid growth in field • Market share • Students with special needs • Need for Accommodations • “Right thing to do” • Fiscally responsible • Federal law

  4. Research Questions Which online course design elements provide barriers or supports for students with special needs? To what extent are online course designers addressing issues that are potentially beneficial or problematic for students with disabilities?

  5. Literature Review • Research • Organizations • Laws • Americans with Disabilities Act • Rehabilitation Act Amendments of 1998 • Section 504 • Section 508 • Individuals with Disabilities Education Act • No Child Left Behind

  6. Guidelines/Checklists • IMS Guidelines • W3C Checklist of Checkpoints • Steps for Ensuring Accessibility (Smith) • Ensuring Access or Individuals with Cognitive Disabilities (Rowland)/Accessibility Recommendations for Individuals with Cognitive Disabilities (Bohman) • Section 508 Standards, Tools, and Techniques (Edmonds) • Summary of Design Issues by Disability Type (Bohman)

  7. Methodology • Study Context • Secondary level • Virtual classroom model • Sample courses • Special populations • Research Questions • Identifying Design Variables

  8. Instrument of Instructional Design Elements of High School Online Courses (IODE)

  9. Methodology • Study Context • Secondary level • Virtual classroom model • Sample courses • Special populations • Research Questions • Identifying Design Variables • Levels of Practice

  10. Research Question 1 Results and Discussion • Identified Elements

  11. Vision Accommodations Hearing Accommodations Bias Mouseclicks Design Consistency White Space Background Font Font Size Font Style Font Color Graphic Images Course Image Type Lesson Image Type Required Materials Optional Materials Course Technologies Lesson Technologies Number of Audios All Audio Average Audio Length Audio Style Voice Number of Videos Average Video Length Video Style Instructional Activities Peer Interactions Reading Ease Reading Level Spelling Grammar Course Options Lesson Options Assessment Options Timed Summaries Required Supports Support People Support Means Context Help Special Education Instructional Design Elements for Online Courses

  12. Research Question 1 Results and Discussion • Identified Elements • Excluded Elements

  13. Research Question 1 Results and Discussion • Identified Elements • Excluded Elements • Categorization Schema

  14. Special Education Instructional Design Elements for Online Courses: Categorization Schema

  15. Research Question 2 Results and Discussion • Focus on Disabilities • “Hearing Accommodations” • “Vision Accommodations”

  16. Research Question 2 Results and Discussion • Website Design • Visual design of pages • Site and page layouts • Graphics

  17. Edvard Munch: “The Scream”

  18. Before After Southern Asian Tsunami: December 26, 2004

  19. Research Question 2 Results and Discussion • Technologies Used • Non-web-based materials

  20. Non-Web-Based Required Materials

  21. Research Question 2 Results and Discussion • Technologies Used • Non-web-based materials • Web-based technologies

  22. Lesson Technologies

  23. Research Question 2 Results and Discussion • Instructional Methodologies • Instructional Activities

  24. Instructional Activities

  25. Research Question 2 Results and Discussion • Instructional Methodologies • Instructional Activities • Peer Communications • Student Options • Timed • Reading Level • Summaries

  26. Research Question 2 Results and Discussion • Support Systems • “Context Sensitive Help”

  27. Project Intersect – University of Oregon http://intersect.uoregon.edu/ontherun Context Sensitive Help

  28. Research Question 2 Results and Discussion • Support Systems • “Context Sensitive Help” • Support personnel

  29. Implications

  30. Online Course Designs: Are Special Needs Being Met? Presentation Notes and Slides: http://keelerthoughts.blogspot .com Paper: Keeler, C., & Horney, M. (2007). Online course designs: Are special needs being met? American Journal of Distance Education, 21(2). Christy Keeler Mark Horney

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