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ERIC Number: ED561609
Record Type: Non-Journal
Publication Date: 2013
Pages: 172
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3034-6528-4
ISSN: N/A
Online Instruction with Universal Design for Learning in the Synchronous K-8 Classroom
Coy, Kimberly Adolfson
ProQuest LLC, Ph.D. Dissertation, Washington State University
Each year witnesses an increased number of students with disabilities participating in online schools. Unfortunately, most online courses fail to provide adequate learning outcomes for students with special needs. Currently, there is a deficit in the literature relating to efficacious practices for K-8 students with disabilities in online learning environments. This dissertation is organized into three chapters. The first chapter advances the research base through an examination of 59 articles, published in 2000-2012, on online learning in elementary, secondary, and post secondary education. Themes from the literature are contextualized through an analysis of the dynamic interplay that occurs as individuals with disabilities participate in online synchronous learning environments. The chapter concludes with a proposed research agenda that highlights specific issues for consideration when addressing the needs of students with disabilities in online environments. The Universal Design for Learning (UDL) framework is utilized as a means to identify online instructional practices that address learner variability. The second chapter presents a new research study related to teaching and learning in online environments. This study looked at, 51 general and special education teachers from a virtual K-8 school who submitted video recorded lessons from synchronous online classes attended by students with and without disabilities. Researchers examined the level at which teachers' instructions and students' actions aligned with the UDL framework by using a new 68-item UDL measurement instrument. Correlations between teachers' pedagogical practices and students' level of engagement suggest a strong potential benefit for using UDL in online school settings. The implications for practice are identified and topics for future research are suggested. Chapter three highlights major themes in the literature addressing online learning for students in grades K-8 and describes the new study. This chapter proposes potential strategies to enhance learning outcomes during synchronous lesson delivery. Interviews with leaders in existing virtual schools discuss the challenges and concerns facing the online educational industry. The implications for pre-service and in-service professional development also are discussed. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A