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Chapter 7. Identifying and Removing Barriers: How Campus Partners Cultivate Diverse Online Learning Environments

Aisha S. Haynes

Abstract


Chapter 7 of Library Technology Reports (vol. 54, no. 4), “Accessibility, Technology, and Librarianship,” Heather Moorefield Lang, Editor

Chapter 7 “Identifying and Removing Barriers: How Campus Partners Cultivate Diverse Online Learning Environments,” by Aisha S. Haynes. Many educators design, develop, and deliver online and blended courses without considering the needs of diverse learners. With over 7.1 million students enrolled in online courses nationwide, it is important for educators to consider diverse learners when designing, developing, and teaching online courses. This chapter will highlight how instructional designers at the Center for Teaching Excellence at the University of South Carolina–Columbia work with faculty and campus partners (including librarians) to create accessible and universally designed online courses.


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References


Elaine Allen and Jeff Seaman, Grade Change: Tracking Online Education in the United States (Oakland, CA: Babson Survey Research Group and Quahog Research Group, January 2014), http://sloanconsortium.org/publications/survey/grade-change-2013.

Amy Catalano, “Improving Distance Education for Students with Special Needs: A Qualitative Study of Students’ Experiences with an Online Library Research Course,” Journal of Library and Information Services in Distance Learning 8, no. 1/2 (2014): 17–31, https://eric.ed.gov/?id=EJ1032235.

Thomas J. Tobin, “Universal Design in Online Courses: Beyond Disabilities,” Online Cl@ssroom 13, no. 12 (December 2013): 1–3, http://www.engl.duq.edu/servus/cv/Online.Classroom.13.12.pdf.

About page, University of South Carolina, accessed March 8, 2018, http://www.sc.edu/about/.

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Heather Moorefield-Lang, Clayton Copeland, and Aisha Haynes, “Accessing Abilities: Creating Innovative Accessible Online Learning Environments and Putting Quality into Practice,” Education for Information 32, no. 1 (2016): 27–33.


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