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

FindBook

Google Book

Amazon

博客來

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

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An Instrumental Case Study Exploring the Accessibility of Synchronous, Virtual Instruction for Adult Learners with Disabilities within a Federal Government Agency./
作者:	McDaniel, Jennifer Nicole.
面頁冊數:	1 online resource (298 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-10, Section: A.
Contained By:	Dissertations Abstracts International83-10A.
標題:	Instructional design. -
電子資源:	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.
LDR:03606nmm a2200421K 4500 001 2356542
005 20230619073401.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798209995005
035 $a (MiAaPQ)AAI29063190
035 $a AAI29063190
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a McDaniel, Jennifer Nicole. $3 3697027
245 1 3 $a An Instrumental Case Study Exploring the Accessibility of Synchronous, Virtual Instruction for Adult Learners with Disabilities within a Federal Government Agency.
264 0 $c 2022
300 $a 1 online resource (298 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 83-10, Section: A.
500 $a Advisor: Lewis Grant, Kristine S.
502 $a Thesis (Ed.D.)--Drexel University, 2022.
504 $a Includes bibliographical references
520 $a 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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Instructional design. $3 3172279
650 4 $a Disability studies. $3 543687
650 4 $a Public administration. $3 531287
650 4 $a Adult education. $3 543202
653 $a Ableism
653 $a Accessibility
653 $a Disability
653 $a Instructional design
653 $a Synchronous instruction
653 $a Virtual instruction
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0447
690 $a 0201
690 $a 0617
690 $a 0516
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Drexel University. $b Educational Leadership and Management [Ed.D.] (School of Education). $3 3681494
773 0 $t Dissertations Abstracts International $g 83-10A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29063190 $z click for full text (PQDT)