東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Integrating UDL Principles and Pract...

Singleton, Korey J.

FindBook

Google Book

Amazon

博客來

Integrating UDL Principles and Practices into the Online Course Development Process: A Delphi Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Integrating UDL Principles and Practices into the Online Course Development Process: A Delphi Study./
作者:	Singleton, Korey J.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	271 p.
附註:	Source: Dissertations Abstracts International, Volume: 79-03, Section: A.
Contained By:	Dissertations Abstracts International79-03A.
標題:	Instructional Design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10256923
ISBN:	9780355236194

Integrating UDL Principles and Practices into the Online Course Development Process: A Delphi Study.
Singleton, Korey J.

Integrating UDL Principles and Practices into the Online Course Development Process: A Delphi Study. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 271 p.

Source: Dissertations Abstracts International, Volume: 79-03, Section: A.

Thesis (Ph.D.)--George Mason University, 2017.

This item must not be sold to any third party vendors.

The literature shows that both faculty and students hold favorable opinions about UDL principles and practices and students' benefit from such practices when implemented in the higher education classroom. Despite this, faculty members remain resistant to implementing UDL principles and practices. Few studies have examined the barriers impacting the adoption of UDL principles and practices by higher education faculty, and even less have offered solutions which would improve adoption. Using a modified, four-round decision-making Delphi method, this study successfully developed and refined a course observation tool that (a) integrates the principles of UDL and (b) improves faculty adoption and awareness of UDL strategies at a 4-year research university in the Commonwealth of Virginia. Techniques were also identified that have been successful in "disarming" the resistance that many faculty members have toward the inclusion of UDL strategies (i.e., consistency, prescriptive approach, focus on inclusive design) in their courses. These findings lay the groundwork for the standardization of online course development practices at this university and for broad adoption of UDL strategies by instructional faculty teaching online courses.

ISBN: 9780355236194Subjects--Topical Terms:

3432465
Instructional Design.

Integrating UDL Principles and Practices into the Online Course Development Process: A Delphi Study.
LDR:02335nmm a2200325 4500 001 2207459
005 20190920131230.5
008 201008s2017 ||||||||||||||||| ||eng d
020 $a 9780355236194
035 $a (MiAaPQ)AAI10256923
035 $a (MiAaPQ)gmu:11360
035 $a AAI10256923
040 $a MiAaPQ $c MiAaPQ
100 1 $a Singleton, Korey J. $3 3434448
245 1 0 $a Integrating UDL Principles and Practices into the Online Course Development Process: A Delphi Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 271 p.
500 $a Source: Dissertations Abstracts International, Volume: 79-03, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Clark, Kevin.
502 $a Thesis (Ph.D.)--George Mason University, 2017.
506 $a This item must not be sold to any third party vendors.
520 $a The literature shows that both faculty and students hold favorable opinions about UDL principles and practices and students' benefit from such practices when implemented in the higher education classroom. Despite this, faculty members remain resistant to implementing UDL principles and practices. Few studies have examined the barriers impacting the adoption of UDL principles and practices by higher education faculty, and even less have offered solutions which would improve adoption. Using a modified, four-round decision-making Delphi method, this study successfully developed and refined a course observation tool that (a) integrates the principles of UDL and (b) improves faculty adoption and awareness of UDL strategies at a 4-year research university in the Commonwealth of Virginia. Techniques were also identified that have been successful in "disarming" the resistance that many faculty members have toward the inclusion of UDL strategies (i.e., consistency, prescriptive approach, focus on inclusive design) in their courses. These findings lay the groundwork for the standardization of online course development practices at this university and for broad adoption of UDL strategies by instructional faculty teaching online courses.
590 $a School code: 0883.
650 4 $a Instructional Design. $3 3432465
650 4 $a Special education. $3 516693
690 $a 0447
690 $a 0529
710 2 $a George Mason University. $b Education. $3 2095189
773 0 $t Dissertations Abstracts International $g 79-03A.
790 $a 0883
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10256923