Abstract
As distance education continues to increase, it is vital that postsecondary institutions contribute time and resources towards upholding inclusive teaching practices that decrease barriers and increase opportunities for diverse student populations. This study examined faculty attitudes and actions surrounding online accommodations and inclusive teaching practices that were based on Universal Design for Learning (UDL) principles using the Inclusive Teaching Strategies Inventory (ITSI), which was adapted into the Inclusive Teaching Strategies Inventory-Distance Education (ITSI-DE) to focus on faculty teaching fully online courses. The ITSI-DE measured the following seven constructs: (a) Accommodations, (b) Accessible Course Materials, (c) Course Modifications, (d) Inclusive Lecture Strategies, (e) Inclusive Classroom, (f) Inclusive Assessment, and (g) Disability Law and Concepts (Lombardi et al., 2015). Exploratory factor analyses (EFA) affirmed a five-factor structure for action subscales, and seven-factor structure for attitudinal subscales for the ITSI-DE. The internal consistency calculated for the ITSI-DE was consistent with prior values reported for the ITSI, which ranged from .70 to .85 (Lombardi et al., 2013). A Pearson product moment correlation was performed, which confirmed a statistically significant correlation between faculty attitudes and actions. Next, a multivariate analyses of variance (MANOVA) was performed to examine if significant differences existed between faculty attitudes and actions based on instructional rank, college, age, or gender. Results affirmed statistically significant differences between faculty attitudes and actions based on gender. Lastly, no significant findings were associated with the three chi square test of association that were performed to identify if college, age, or gender influenced preferred methods of training on inclusive teaching practices. Descriptive statistics indicated the largest percentage of faculty preferred to receive information and training on inclusive teaching practices via online methods (46.8%) versus face-to-face methods (34.3%) and hard copy print methods (18.9%).
Graduation Date
2019
Semester
Fall
Advisor
Cox, Thomas
Degree
Doctor of Education (Ed.D.)
College
College of Community Innovation and Education
Department
Educational Leadership and Higher Education
Degree Program
Educational Leadership; Higher Education
Format
application/pdf
Identifier
CFE0007747
URL
http://purl.fcla.edu/fcla/etd/CFE0007747
Language
English
Release Date
6-15-2022
Length of Campus-only Access
3 years
Access Status
Doctoral Dissertation (Open Access)
STARS Citation
Cash, Catherine, "Analyzing Faculty Attitudes and Actions Surrounding Distance Education Accommodations and Inclusiveness Based On UDL Principles" (2019). Electronic Theses and Dissertations. 6599.
https://stars.library.ucf.edu/etd/6599