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Making Learning Materials Accessible in Higher Education-Attitudes Among Technology Faculty Members
Weiqin Chen1, Norun C Sanderson1, Siri Kessel1
1Oslo Metropolitan University, Oslo, Norway.
Studies in Health Technology and Informatics
|October 30, 2018
Summary
Faculty attitudes towards digital learning material accessibility are crucial for diverse student success in higher education. This study explores computer science and engineering faculty perspectives in Norway and Poland.
Area of Science:
- Education Technology
- Higher Education Pedagogy
- Digital Learning
Background:
- Digital learning materials are increasingly prevalent in higher education.
- Ensuring accessibility for diverse student populations presents significant challenges.
- Faculty members are key stakeholders in the accessibility of digital educational resources.
Purpose of the Study:
- To investigate faculty members' attitudes regarding the accessibility of digital learning materials.
- To understand the perspectives of computer science and engineering faculty on this issue.
- To identify factors influencing faculty engagement with digital accessibility.
Main Methods:
- Thematic analysis of 35 semi-structured interviews.
- Qualitative research methodology.
- Data collected from faculty at four universities in Norway and Poland.
Main Results:
- Faculty acknowledge the importance of accessible digital learning materials.
- Perceived workload and lack of training are barriers to implementation.
- Varied levels of awareness and prioritization of digital accessibility were observed.
Conclusions:
- Faculty engagement is essential for improving digital learning material accessibility.
- Institutional support, including training and resources, is needed.
- Further research should explore effective strategies for faculty development in digital accessibility.
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