NotesFAQContact Us
Search Tips
ERIC Number: ED550235
Record Type: Non-Journal
Publication Date: 2012
Pages: 263
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-8090-4
Online Course Design Elements to Better Meet the Academic Needs of Students with Dyslexia in Higher Education
Dziorny, Mary Aileen
ProQuest LLC, Ph.D. Dissertation, University of North Texas
This study sought to determine if an online course designed and delivered in Second Life can meet the needs of higher education students with dyslexia. The course design incorporated strategies from Gagne' and Briggs' principles of instruction, Gagnon and Collay's constructivist learning design, Powell's key learning needs of dyslexics, and elements of universal design. Specific design elements are discussed including screen captures from the design. The study employed a mixed methods approach incorporating an online survey, recorded observation session, and two follow up interviews. The observation session and interviews were only completed by the sample population of eight participants, which included three participants with dyslexia and five participants without dyslexia. The sample population was selected using purposeful sampling techniques to ensure the widest representation of the population with a small sample. Extensive excerpts of the sample participants' interview responses are presented and discussed, including participants' suggestions for improving the course design. Key findings from all three data sources are discussed. Finally, implications for instructional design and special education and suggestions for further research are presented. [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: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A