Distance Educators Attitudes and Actions towards Inclusive Teaching Practices

Autor/inn/en	Cash, Catherine M.; Cox, Thomas D.; Hahs-Vaughn, Debbie L.
Titel	Distance Educators Attitudes and Actions towards Inclusive Teaching Practices
Quelle	In: Journal of the Scholarship of Teaching and Learning, 21 (2021) 2, S.15-42 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1527-9316
Schlagwörter	Distance Education; Online Courses; College Faculty; Teacher Attitudes; Students with Disabilities; Student Diversity; Access to Education; Academic Accommodations (Disabilities); Inclusion; Assistive Technology; Usability; Gender Differences; Age Differences; Academic Rank (Professional); Research Universities; Urban Universities + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Fakultät; Lehrerverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Education; Access; Bildung; Zugang; Bildungszugang; Inklusion; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Forschungseinrichtung
Abstract	As distance education continues to increase, postsecondary institutions must focus on collectively sustaining inclusive instructional techniques that minimize learning barriers and maximize learning opportunities for diverse student populations. This study utilized the Inclusive Teaching Strategies Inventory-Distance Education (ITSI-DE) to analyze faculty (n = 116) perspectives and behaviors surrounding online accommodations and inclusive teaching practices based on Universal Design for Learning (UDL) concepts. A Pearson product moment correlation confirmed a statistically significant correlation between faculty attitudes and actions towards inclusive teaching practices. Next, a multivariate analyses of variance (MANOVA) affirmed statistically significant differences between faculty attitudes and actions towards inclusive teaching practices based on gender. The implications of this research and future research recommendations are offered. (As Provided).
Anmerkungen	Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01