Dissertation Defense Announcement
The College of Education announces the final dissertation defense of
Kimberlee Fair Josey
for the degree of Doctor of Education
March 29, 2016 at 2:00 pm in 320 Ball Hall
Major Advisors: Clif Mims, PhD and Carmen Weaver, EdD
Technology-Enriched Universal Design for Learning Strategies in Postsecondary Education: A Case Study of Faculty and Their Perceptions
ABSTRACT:
While studies on technology professional development (PD) report the need for faculty
to remain current in their knowledge of instructional technologies, relatively few
promote the capabilities of such technologies to assist faculty in implementing Universal
Design for Learning (UDL) principles (Higbee, 2008; Levy, 2009; Wilson et al., 2011).
Likewise, very few studies have highlighted the perceptions of faculty about UDL and
how these perceptions influence practice and the implementation of such principles.
The purpose of this study was to examine the perceptions of faculty who had participated
in an online module on technology-enriched UDL strategies, and how this participation
impacted perceptions about the needs of students with disabilities (SWDs), the application
of technology to meet the needs of SWDs, and the application of technology-enriched
UDL strategies to meet the needs of SWDs. A qualitative case study was conducted with
five faculty members who taught lower-division undergraduate language courses. This
study revealed faculty perceptions related to the following three themes: awareness
of learner variability and challenges faced by SWDs, benefits and barriers of applying
technology-enriched UDL strategies, and the impact of UDL-focused PD on perception
and practice. Findings suggested, after participating in an online module on technology-enriched
UDL strategies, participants perceived: (a) SWDs need to be accommodated, but may
not always disclose learning needs, (b) SWDs and all learners need materials in multiple,
accessible formats, (c) technology reduces barriers to learning, (d) technology enables
customization and self-regulation of learning, and (e) technology-enriched UDL strategies
are beneficial. Findings also indicated the online module may have had an impact on
these perceptions.