Accessible Online Learning: A Preliminary Investigation of Educational Technologists' and Faculty Members' Knowledge and Skills

Colleges and Universities have a more diverse student body than ever before-this includes a growing number of students with disabilities. Many of these students are attracted to the flexibility and anonymity of learning online. However, research suggests that students with disabilities often face barriers learning online. Given this, we set out to investigate how faculty and educational technologists are prepared to design accessible online courses and instructional materials. We surveyed 95 educational technologists, directors, and disability access personnel in this exploratory study. In the following paper, we report the results of our inquiry into these professionals' perspectives on faculty and educational technologists' knowledge and skills in creating accessible courses and instructional materials. We conclude by discussing the implications for research and practice.

Automated summary

Colleges and Universities are experiencing an increasing number of students with disabilities, but research suggests that these students often face barriers in online learning. This study surveyed educational technologists and disability access personnel to explore their perspectives on faculty and educational technologists' knowledge and skills in creating accessible courses and instructional materials.