UNDERSTANDING DISABILITIES & ONLINE STUDENT SUCCESS

2013 ◽  
Vol 17 (3) ◽  
Author(s):  
Kristen Betts ◽  
Bill Welsh ◽  
Kelly Hermann ◽  
Cheryl Pruitt ◽  
Gaeir Dietrich ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Success ◽  
Students With Disabilities ◽  
Disability Services ◽  
Government Accountability ◽  
Academic Goals ◽  
Online Student ◽  
Support Resources ◽  
Legislative Changes

Approximately 11% of all postsecondary students reported having a disability in 2008. Although the percentage of students with disabilities in 2008 closely reflects the percentage reported in 2004, the U.S. Government Accountability Office states that recent legislative changes have the potential to increase the diversity and number of students with disabilities pursing higher education. To support students with disabilities enrolled in higher education and in online learning, it is important to understand disabilities and the resources students need to actively engage in their courses and to achieve their academic goals. This article includes collaborative responses from a diverse group of leaders at eight higher education institutions and organizations who work with disability services and have experience in online learning. Some of the contributors also have disabilities so the collective responses build upon research, professional experience, and personal experience. For this article, the ten contributors answered 20 questions regarding disabilities and online student success as well as provided recommended practices. This article is designed to be interactive. It includes screenshots, simulation links, video demonstrations, and resources to provide a more detailed understanding of disabilities, accessibility, and support resources. JALN readers are encouraged to interact with the simulations and to watch the demonstration videos as a way to learn more about disabilities and supporting online student success.

scholarly journals NATIONAL PERSPECTIVE: Q&A WITH NATIONAL FEDERATION OF THE BLIND & ASSOCIATION OF HIGHER EDUCATION AND DISABILITY

2013 ◽  
Vol 17 (3) ◽  
Author(s):  
Kristen Betts
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Distance Learning ◽  
Student Success ◽  
Students With Disabilities ◽  
Interest Group ◽  
Institutional Commitment ◽  
National Federation ◽  
National Perspective ◽  
Students Success

Student success for online students with disabilities requires an institutional commitment to accessibility. It also requires an understanding of the benefits and opportunities as well challenges and barriers related to online learning. This question and answer session provides a national perspective from the National Federation of the Blind (NFB) and the Association of Higher Education And Disability (AHEAD) on online learning, accessibility, and students success. Organizational representatives for this session include Mark Riccobono, the Director of the Jernigan Institute, NFB, and Kelly Hermann, Chairs of AHEAD's Special Interest Group on Online and Distance Learning.

scholarly journals INTRODUCTION TO THE SPECIAL SECTION ON INTEGRATING ACCESSIBILITY INTO ONLINE LEARNING

2013 ◽  
Vol 17 (3) ◽  
Author(s):  
Kristen Betts
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Success ◽  
Students With Disabilities ◽  
Equal Opportunity ◽  
Special Section ◽  
Institutional Commitment ◽  
Asynchronous Learning ◽  
Learning Networks ◽  
Certificate Programs

This special section of the Journal of Asynchronous Learning Networks on Integrating Accessibility into Online Learning is a compilation of papers, interviews, and webinars that provide an overview of the broad spectrum of issues related to accessibility, online learning, and student success. The proliferation of technology and online learning have transformed higher education in terms of national enrollments and instructional delivery. Data reveals that between fall 2002 and fall 2012, the number of higher education students taking at least one online course increased from 1.6 million to 6.7 million, representing a growth rate of 21 percent [1]. While online learning provides extensive new opportunities for students to enroll in degree and certificate programs, these opportunities are closely linked to accessibility. An institutional commitment to accessibility is needed to support success for all students. Universities must provide students with disabilities equal access to all programs including activities and services that allow an equal opportunity for them to actively participate and to achieve the same results as other students. This special section showcases research, trends, and recommended best practices to increase accessibility and student success in online learning for students with disabilities.

Online Learning and Metacognition

2020 ◽  
pp. 310-331
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Instructional Design ◽  
Student Success ◽  
Learning Environments ◽  
Learning Experiences ◽  
Great Emphasis ◽  
Education Students ◽  
Online Learning Environments ◽  
Metacognitive Scaffolding

Online learning experiences are becoming the norm for an increasing number of higher education students. Although there are clear advantages to online learning in terms of flexibility and access, many students struggle to succeed, especially in purely online learning environments. To a large extent student success in online learning environments is dependent on students' ability to self-regulate and ‘learn for themselves'- both abilities related to academic metacognition. Unfortunately, even at university, many students do not have well developed metacognition. It is therefore important to consider carefully metacognitive scaffolding in the design of online learning experiences. However, the models of instructional design commonly used in online learning tend not to place great emphasis on the importance of metacognitive scaffolding. The aim of the present chapter is therefore to increase awareness of metacognition, as one of the important considerations in the design of online learning environments that can help to maximize chances of student success. Towards this end, a framework of instructional design that is more sensitive to metacognition is developed.

Online Learning and Metacognition

2016 ◽  
pp. 221-241
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Instructional Design ◽  
Student Success ◽  
Learning Environments ◽  
Learning Experiences ◽  
Great Emphasis ◽  
Education Students ◽  
Online Learning Environments ◽  
Metacognitive Scaffolding

Online learning experiences are becoming the norm for an increasing number of higher education students. Although there are clear advantages to online learning in terms of flexibility and access, many students struggle to succeed, especially in purely online learning environments. To a large extent student success in online learning environments is dependent on students' ability to self-regulate and ‘learn for themselves'- both abilities related to academic metacognition. Unfortunately, even at university, many students do not have well developed metacognition. It is therefore important to consider carefully metacognitive scaffolding in the design of online learning experiences. However, the models of instructional design commonly used in online learning tend not to place great emphasis on the importance of metacognitive scaffolding. The aim of the present chapter is therefore to increase awareness of metacognition, as one of the important considerations in the design of online learning environments that can help to maximize chances of student success. Towards this end, a framework of instructional design that is more sensitive to metacognition is developed.

scholarly journals Determining Academic Success in Students with Disabilities in Higher Education

2019 ◽  
Vol 8 (2) ◽  
pp. 16 ◽  
Author(s):  
Stephanie Bain De Los Santos ◽  
Lori Kupczynski ◽  
Marie-Anne Mundy
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Student Success ◽  
Students With Disabilities ◽  
Faculty Involvement ◽  
University Administrators ◽  
College And University ◽  
High School To College ◽  
Transition From High School ◽  
Institutional Support Services

Students with disabilities have not been fully welcomed in higher education in spite of litigation, court cases, and positive shifts in public perceptions. The transition from high school to college is challenging for students without disabilities. Students with disabilities often get overlooked by their institution and overwhelmed during this transition, contributing to an achievement gap for these students. Student success is measured by retention, academic achievement, and on-time graduation. This research study examined how student success was impacted by a student’s registration with the campus disability office, use of accommodations, and use of institutional and social support systems. This study explored a new frontier of research that dispels the myth that students with disabilities are a homogenous group. The results of this study can be used to increase knowledge regarding students with disabilities and their success in higher education. The results will assist college and university administrators as well as staff in disability services offices in tracking the success of accommodations for students with disabilities. This study can help university administration to better understand the benefits of institutional support services as well as encourage faculty involvement in implementing accommodations and helping students see the benefit of student registration with the campus office of disabilities.

scholarly journals Student Empowerment In An Online Program

2011 ◽  
Vol 3 (4) ◽  
pp. 47 ◽  
Author(s):  
Mary Brown ◽  
Peter Kiriakidis
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environment ◽  
Computer Mediated Communication ◽  
Communication Technologies ◽  
Online Learning Environment ◽  
Mediated Communication ◽  
Policy And Practice ◽  
Online Student ◽  
Computer Mediated

Given that online higher education is a competitive marketplace, this paper discusses how to ensure online student success. Within the online learning environment, the following may create the vitality of the online institution: (a) The online learning environment; (b) The role of the instructor; (c) Learning Communities; (d) Computer-mediated Communication Technologies; and (e) Policy and practice. These factors may be managed by the institution of higher education, the faculty member, or the learner; however, a commitment is needed by all stakeholders in the program.

What Do Remote Adjunct Faculty Look for in an Institution?

2021 ◽  
pp. 71-84
Author(s):  
Ann Hamllton Taylor
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Adjunct Faculty ◽  
Student Enrollment ◽  
State University ◽  
Pennsylvania State University ◽  
Online Student ◽  
Program Administrators ◽  
The Individual ◽  
Intrinsic Motivators

Online learning in higher education has grown tremendously in the past decade. This trend has been particularly evident at The Pennsylvania State University, where the number of online-only learners now exceeds 20,000. The biggest challenge to institutions like ours is identifying, attracting, and retaining enough instructors who are qualified and available to meet the increased demand of online student enrollment. To help administrators and program chairs tackle these challenges, a research study was conducted to learn more about the incentives that attract and retain a specific workforce in higher education: adjunct faculty. The findings suggest that one size does not always fit all - context matters. Instead of making general assumptions about the motivations or needs of an adjunct faculty member, we need to get to know the individual first. This study sheds light on the specific extrinsic and intrinsic motivators that attract and retain each of five types of adjunct faculty to teach online, which can help program administrators be more effective in hiring and retaining adjuncts.

Academic Advisors and Students with Disabilities: A National Survey of Advisors' Experiences and Needs

2007 ◽  
Vol 27 (1) ◽  
pp. 57-72 ◽  
Author(s):  
Julie E. Preece ◽  
Norman L. Roberts ◽  
Mark E. Beecher ◽  
Phillip D. Rash ◽  
David A. Shwalb ◽  
...  
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Americans With Disabilities Act ◽  
Comfort Level ◽  
Disability Services ◽  
Academic Advisors ◽  
Research Practice ◽  
Training Experience ◽  
College Course ◽  
Self Harm

During the last 25 years, the number of students with disabilities seeking higher education has tripled. However, these students may not readily identify their disability to those responsible for coordinating disability services. Consequently, academic advisors may be among the first campus employees to become aware of an individual's disability. We investigated the responses of collegiate academic advisors (N ≈ 1,500) regarding their training, experience, comfort level, and knowledge of working with students with disabilities. While 83% of advisors reported advising students with disabilities, only 44% had taken a college course dealing with disabilities, and 47% have had no training on the Americans with Disabilities Act. Many advisors also reported student disclosures of thoughts about suicide and self-harm. Relative Emphasis: research, practice, theory

scholarly journals Academic Advisors and Students with Disabilities: A National Survey of Advisors' Experiences and Needs

2007 ◽  
Vol 27 (2) ◽  
pp. 57-72 ◽  
Author(s):  
Julie E. Preece ◽  
Norman L. Roberts ◽  
Mark E. Beecher ◽  
Phillip D. Rash ◽  
David A. Shwalb ◽  
...  
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Americans With Disabilities Act ◽  
Comfort Level ◽  
Disability Services ◽  
Academic Advisors ◽  
Research Practice ◽  
Training Experience ◽  
College Course ◽  
Self Harm

During the last 25 years, the number of students with disabilities seeking higher education has tripled. However, these students may not readily identify their disability to those responsible for coordinating disability services. Consequently, academic advisors may be among the first campus employees to become aware of an individual's disability. We investigated the responses of collegiate academic advisors (N ≈ 1,500) regarding their training, experience, comfort level, and knowledge of working with students with disabilities. While 83% of advisors reported advising students with disabilities, only 44% had taken a college course dealing with disabilities, and 47% have had no training on the Americans with Disabilities Act. Many advisors also reported student disclosures of thoughts about suicide and self-harm. Relative Emphasis: research, practice, theory

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