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ERIC Number: ED547490
Record Type: Non-Journal
Publication Date: 2012
Pages: 126
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-4929-0
Students with Disabilities Experience in Higher Education Online Courses: An Exploratory Study of Self-Efficacy, Use of Assistive Technologies and Mobile Media
Francis, Chandinie Devi Parasram
ProQuest LLC, Ed.D. Dissertation, University of Southern California
The overarching aim of this mixed methods study was to explore the online experiences of students with disabilities, with particular focus on students' use of assistive technologies, mobile media and self-efficacy. Using a multifaceted an integrative approach, this study considered a framework of universal design, Scherer's Matching Person and Technology model and theories such as social cognitive theory to help strengthen the study by using theory triangulation (Denzin, 1978; Patton, 2002). The study site was a large Community College in Southern California. Students who met the criteria for the study, voluntarily chose to participate in either the quantitative survey portion of the study (n = 42) or the qualitative semi-structured interview (n = 9) or both (n = 9). The findings suggest that students' awareness of accommodations, their use of assistive technologies, use of mobile media, instructor feedback, instructor engagement with students and organization of the instructor were key factors in their learning and experience in an online academic environment. The results from the quantitative analysis indicated that students' perceptions of support offered in face to face versus online courses made no statistical difference; participants reported having high self-efficacy in their own beliefs and expectations to successfully complete the course; and they were most often able to meet their own grade and learning expectations in the online course. The implications of this study indicate the need for instructor engagement and feedback, the need for professional development to online instructors, and educational institutions, and perhaps an online tutorial and discussion forum for students to engage with instructors in online courses. The study also supports the notion that when curriculum is not designed through the lens of Universal design, where access to accommodations and resources are embedded in the course itself, it can lead to students with disabilities feeling unsupported by their educational institutions and overwhelmed in their academic course work, decreasing motivation and performance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California