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STUDENTS WITH DISABILITIES EXPERIENCE IN HIGHER EDUCATION ONLINE COURSES: AN EXPLORATORY STUDY OF SELF-EFFICACY, USE OF ASSISTIVE TECHNOLOGIES AND MOBILE MEDIA
by
Chandinie Devi Parasram Francis
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2012
Copyright 2012 Chandinie Devi Parasram Francis
Object Description
| Title | Students with disabilities experience in higher education online courses: an exploratory study of self-efficacy, use of assistive technologies and mobile media |
| Author | Francis, Chandinie Devi Parasram |
| Author email | cdfranci@usc.edu;chandinief@yahoo.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2012-02-27 |
| Date submitted | 2012-04-17 |
| Date approved | 2012-04-17 |
| Restricted until | 2012-04-17 |
| Date published | 2012-04-17 |
| Advisor (committee chair) | Tobey, Patricia Elaine |
| Advisor (committee member) |
Martinez, Brandon Grace, Matttie |
| Abstract | The overarching aim of this mixed methods study was to explore the online experiences of students with disabilities, with particular focus on students’ use of assistive technologies, mobile media and self-efficacy. Using a multifaceted an integrative approach, this study considered a framework of universal design, Scherer’s Matching Person and Technology model and theories such as social cognitive theory to help strengthen the study by using theory triangulation (Denzin, 1978; Patton, 2002). ❧ The study site was a large Community College in Southern California. Students who met the criteria for the study, voluntarily chose to participate in either the quantitative survey portion of the study (n=42) or the qualitative semi-structured interview (n=9) or both (n=9). The findings suggest that students’ awareness of accommodations, their use of assistive technologies, use of mobile media, instructor feedback, instructor engagement with students and organization of the instructor were key factors in their learning and experience in an online academic environment. The results from the quantitative analysis indicated that students’ perceptions of support offered in face to face versus online courses made no statistical difference; participants reported having high self-efficacy in their own beliefs and expectations to successfully complete the course; and they were most often able to meet their own grade and learning expectations in the online course. ❧ The implications of this study indicate the need for instructor engagement and feedback, the need for professional development to online instructors, and educational institutions, and perhaps an online tutorial and discussion forum for students to engage with instructors in online courses. The study also supports the notion that when curriculum is not designed through the lens of Universal design, where access to accommodations and resources are embedded in the course itself, it can lead to students with disabilities feeling unsupported by their educational institutions and overwhelmed in their academic course work, decreasing motivation and performance. |
| Keyword | students with disabilities; college students with disabilities in online courses; college students with disabilities; college students with disabilities in higher education online courses; students with disabilities and online courses; college students with disabilities and online; post secondary education and students with disabilities |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Contributing entity | University of Southern California |
| Rights | Francis, Chandinie Devi Parasram |
| Physical access | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@lib.usc.edu |
| Archival file | uscthesesreloadpub_Volume1/etd-FrancisCha-615.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | STUDENTS WITH DISABILITIES EXPERIENCE IN HIGHER EDUCATION ONLINE COURSES: AN EXPLORATORY STUDY OF SELF-EFFICACY, USE OF ASSISTIVE TECHNOLOGIES AND MOBILE MEDIA by Chandinie Devi Parasram Francis A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2012 Copyright 2012 Chandinie Devi Parasram Francis |
