A Beginner's Guide to eLearning: Creating Accessible Online Learning
Saved in:
| Title: | A Beginner's Guide to eLearning: Creating Accessible Online Learning |
|---|---|
| Language: | English |
| Authors: | Camp, Cindy, Camp, Mark, Caringer, Lisa, Morris, Becky, PEPNet 2 |
| Source: | pepnet 2. 2017. |
| Availability: | pepnet 2. 18111 Nordhoff Street, Northridge, CA 91330. e-mail: help@pepnet.org; Web site: http://www.pepnet.org |
| Peer Reviewed: | N |
| Page Count: | 85 |
| Publication Date: | 2017 |
| Sponsoring Agency: | Office of Special Education Programs (ED/OSERS) |
| Contract Number: | H326D110003 |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Electronic Learning, Access to Education, Distance Education, Online Courses, Educational Strategies, Educational Quality, Computer Mediated Communication, Synchronous Communication, Asynchronous Communication, Educational Benefits, Teaching Methods, Curriculum Development, Student Centered Curriculum, Course Descriptions, Assistive Technology, Disabilities, Hearing Impairments, Technology Uses in Education, Academic Accommodations (Disabilities), Deafness, Agencies, Grievance Procedures, Facilitators (Individuals), Accessibility (for Disabled), Access to Computers, Educational Policy, Policy Formation, Best Practices, Student Personnel Services |
| Abstract: | Although online education has become mainstream, not all online classes are created equal especially for people with disabilities, according to the authors. The differences between online and face-to-face classes are more than just a delivery method. Yet, many instructors and students are mired in the traditional approach to learning. Instructors often try to take face-to-face lecture materials and simply make them available online. Students may feel they need a synchronous component to be able to fully interact with the professor and classmates. As more and more research is collected on distance learning, the authors are beginning to see that online learning and new educational strategies are leading to high quality educational opportunities. Online classes are no longer just a last resort for those who cannot attend traditional classes; they are an equivalent option and perhaps even a better choice for some. The purpose of this publication is to assist agencies, institutions, and organizations in creating accessible online professional development opportunities, that adhere to Universal Design principles. Three appendices are included. |
| Abstractor: | ERIC |
| Number of References: | 6 |
| Entry Date: | 2018 |
| Access URL: | https://www.csun.edu/sites/default/files/quickclasses.pdf |
| Accession Number: | ED590235 |
| Database: | ERIC |
| Abstract: | Although online education has become mainstream, not all online classes are created equal especially for people with disabilities, according to the authors. The differences between online and face-to-face classes are more than just a delivery method. Yet, many instructors and students are mired in the traditional approach to learning. Instructors often try to take face-to-face lecture materials and simply make them available online. Students may feel they need a synchronous component to be able to fully interact with the professor and classmates. As more and more research is collected on distance learning, the authors are beginning to see that online learning and new educational strategies are leading to high quality educational opportunities. Online classes are no longer just a last resort for those who cannot attend traditional classes; they are an equivalent option and perhaps even a better choice for some. The purpose of this publication is to assist agencies, institutions, and organizations in creating accessible online professional development opportunities, that adhere to Universal Design principles. Three appendices are included. |
|---|
