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ERIC Number: ED564807
Record Type: Non-Journal
Publication Date: 2013
Pages: 168
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3036-4202-9
ISSN: N/A
Podcasting for Online Learners with Vision Loss: A Descriptive Study
Whetstone, Kimarie W.
ProQuest LLC, Ph.D. Dissertation, Capella University
The current uses of audio podcasts, the accessibility of audio podcasts, and the benefits of using audio podcasts in U.S. online college courses as a form of access to visual course content that would be otherwise unavailable to learners with vision loss had not been examined and described. To provide instructional designers with a firm basis for providing audio podcasts as a form of access to visual course content in U.S. online college courses, the descriptive embedded multiple-case study used quantitative and qualitative data collection methods (online surveys and telephone interviews) and two data sources (14 learners with vision loss who have taken an online college course that provided podcasts in the United States and 21 college faculty and administrators in the United States whose college or university offers online courses that provide podcasts) to develop descriptions of the current uses of audio podcasts, the accessibility of audio podcasts, and the benefits of using audio podcasts as a form of access to visual course content in U.S. online college courses. The findings revealed that learners with vision loss have used podcasts as a form of access to visual course content in U.S. online college courses and that audio podcasts are currently being used in U.S. online college courses to provide descriptions of visual course content. The findings revealed that learners with vision loss perceive podcasts to be mostly accessible, that podcasts can serve as an accessibility solution, and that five factors contribute to podcasts not being accessible. Finally, the findings provided 79 perceived benefits of learners with vision loss using audio podcasts to access visual course content in U.S. online college courses. The findings of the study provide instructional designers for online learning with a basis for using podcasts as an accessibility solution and providing audio descriptions of the visual elements such as images, charts and graphs, diagrams, maps, models, videos, and mathematical formulas and equations. Further research is needed so that podcasts are used effectively as a form of access to visual course content and are accessible so that learners with vision loss will benefit from their use. [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: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A