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A Law of Diminishing Returns: Quantifying Online Accessibility for Engineering Students with Disabilities in the Wake of the COVID-19 Pandemic

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Title: A Law of Diminishing Returns: Quantifying Online Accessibility for Engineering Students with Disabilities in the Wake of the COVID-19 Pandemic
Language: English
Authors: Rachel A. Figard (ORCID 0000-0002-1524-5778), Adam R. Carberry (ORCID 0000-0003-0041-7060)
Source: IEEE Transactions on Education. 2024 67(3):434-442.
Availability: Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Peer Reviewed: Y
Page Count: 9
Publication Date: 2024
Sponsoring Agency: National Science Foundation (NSF)
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Accessibility (for Disabled), Electronic Learning, Engineering Education, Students with Disabilities, COVID-19, Pandemics, Undergraduate Students, Barriers, Educational Technology, Equal Education, Student Experience
DOI: 10.1109/TE.2023.3326760
ISSN: 0018-9359
1557-9638
Abstract: Contribution: This article identifies the barriers students with disabilities have faced when accessing online undergraduate engineering education since the initial onset of the COVID-19 pandemic. This research addresses the need for greater research that explores the digital equity gap that widens as schools continue to use virtual and/or distance learning. Background: Poor accessibility standards, a lack of administrative support, and numerous other barriers have contributed to the ever-present digital equity gap for students with disabilities. Previous research has shown that the implementation of universal design for learning (UDL) principles can have a positive impact on in-classroom learning, particularly for historically marginalized students. Related research on UDL has been primarily focused on nonengineering, nondisabled, and in-person teaching contexts. Research Questions: What barriers do engineering students with disabilities face in an online learning environment? What affects disabled students' perceived value of learning in their online classes? Methodology: A fixed-item survey was developed to capture the experiences of students with disabilities in engineering who participated in online learning at four-year colleges and universities across the United States. Findings: The results of this study have revealed a correlation between accessibility barriers in online undergraduate engineering learning environments and UDL principles.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1426812
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Rachel+A%2E+Figard%22">Rachel A. Figard</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1524-5778">0000-0002-1524-5778</externalLink>)<br /><searchLink fieldCode="AR" term="%22Adam+R%2E+Carberry%22">Adam R. Carberry</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0041-7060">0000-0003-0041-7060</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22IEEE+Transactions+on+Education%22"><i>IEEE Transactions on Education</i></searchLink>. 2024 67(3):434-442.
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  Data: Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
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  Data: 10.1109/TE.2023.3326760
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  Data: 0018-9359<br />1557-9638
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  Label: Abstract
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  Data: Contribution: This article identifies the barriers students with disabilities have faced when accessing online undergraduate engineering education since the initial onset of the COVID-19 pandemic. This research addresses the need for greater research that explores the digital equity gap that widens as schools continue to use virtual and/or distance learning. Background: Poor accessibility standards, a lack of administrative support, and numerous other barriers have contributed to the ever-present digital equity gap for students with disabilities. Previous research has shown that the implementation of universal design for learning (UDL) principles can have a positive impact on in-classroom learning, particularly for historically marginalized students. Related research on UDL has been primarily focused on nonengineering, nondisabled, and in-person teaching contexts. Research Questions: What barriers do engineering students with disabilities face in an online learning environment? What affects disabled students' perceived value of learning in their online classes? Methodology: A fixed-item survey was developed to capture the experiences of students with disabilities in engineering who participated in online learning at four-year colleges and universities across the United States. Findings: The results of this study have revealed a correlation between accessibility barriers in online undergraduate engineering learning environments and UDL principles.
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      – SubjectFull: Accessibility (for Disabled)
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Engineering Education
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Pandemics
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Barriers
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      – SubjectFull: Educational Technology
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