Keeping It Simple: Supporting a University Faculty’s Digital Accessibility Efforts

Presented by:

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Tara Dalinger, PhD

tdalinger@uco.edu �

Darren Denham, CPACC

ddenham@uco.edu�

University of Central Oklahoma�

Introduction

• Demand for online learning opportunities in higher ed will continue to rise (Dumont et al., 2021; García-Morales et al., 2021; Telles-Langdon, 2020).
• Ensuring equitable online learning experiences is increasingly complex (Bong & Chen, 2021; Wilkens et al., 2021).
• Faculty need training to acquire skills in providing equitable online learning experiences (Bong & Chen, 2021; McAlvage & Rice, 2018; Sanderson et al., 2022).�

Problem and Purpose

• Problem:
• Empirical evidence for outcomes of DA training in higher ed is lacking (Bong & Chen, 2021).
• Purpose:
• Investigate university faculty’s perceptions after participating in a DA professional development (PD) designed to introduce faculty to DA and provide simple tools to support efforts to improve accessibility.
• Examine faculty members’ experiences with accessibility, perceived barriers to improving accessibility, intent to improve accessibility, and access to support.

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Research Questions

• What digital accessibility barriers do university faculty experience?
• To what extent are university faculty aware of the digital accessibility barriers their students experience?
• What barriers do university faculty perceive to improving the digital accessibility of their course content?
• What types of support do university faculty need in order to improve the digital accessibility of their course content?
• To what extent do university faculty who participated in a digital accessibility PD intend to improve the accessibility of their course content?
• What meaningful relationships exist among university faculty’s perceptions, intent, and efforts related to digital accessibility?

Theoretical Framework

• The WebAIM Strategic Accessibility Framework (WebAIM, 2023).
• Influenced our definition of DA: eliminating barriers to access for all learners through every member of an organization collectively contributing to an accessible digital environment.
• Diffusion of Innovations theory (Rogers, 2003).
• A lens for examining higher ed faculty’s willingness to adopt DA practices and their perceptions of barriers to adoption.

Literature Review

• Universities do not yet sufficiently prioritize accessibility and inclusion of online learning (Lomellini et al., 2022; McAlvage & Rice, 2018).
• Training is needed to fill gaps in higher ed faculty’s DA knowledge and skills (Bong & Chen, 2021; Guilbaud et al., 2021; Sanderson et al., 2022).
• Providing DA training to higher ed faculty can lead to improved attitudes towards accommodating students’ diverse needs (Hsiao et al., 2019; Murray et al., 2009).
• DA initiatives and training conducted as an interdepartmental collaboration lead to positive outcomes (Arzola, 2016; Miller, 2023; Whiting, 2018).
• Few studies have investigated how higher ed faculty perceive DA and the barriers to adopting DA practices.

Methods: Population

• Faculty at a regional university in the Midwest United States.
• n = 17 faculty have participated in this study.

Methods: Recruitment

• Faculty were recruited through university and/or college level email blast to sign up for a one-hour lunch-and-learn PD on DA.
• The researchers offered four separate opportunities to participate in the PD.
• Following each PD session, attending faculty were invited to participate in an anonymous online survey about their experiences with DA.

Methods: Data Analysis

• Data were analyzed using the following:
• Descriptive statistical analysis
• Bivariate correlation analysis
• Analysis of qualitative data.

Results: Current DA Status

• 41.18% of faculty said they were very familiar with the term digital accessibility, and 52.94% said they were moderately familiar with the term.
• 47.05% of faculty believe their current digital course content is mostly to completely accessible.
• 58.82% of faculty are confident or very confident they can address DA issues as needed.

Results: Likelihood of Experiencing DA Barriers (as Perceived by Faculty)

Likelihood of Barriers for Faculty

Likelihood of Barriers for Students

Results: Most Likely DA Barriers for Faculty and Students (as Perceived by Faculty)

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Results: Willingness to Adopt DA Practices

• 88.24% of faculty are likely to consider future changes to course content based on DA.
• 88.24% of faculty are likely to consider DA when selecting curriculum materials in the future.
• 88.24% of faculty are likely to consider DA when creating future course content.
• 88.24% of faculty expressed interest in future DA learning opportunities.

Results: Likelihood of Challenges to Adopting DA Practices

Results: Correlation Analysis

• Confidence in one’s ability to address DA issues shared significant associations with:
• Likelihood of future changes to course content being related to DA (r = .794).
• Likelihood of selecting curriculum materials based on DA considerations (r = .735).
• Likelihood of considering DA when creating future course content (r = .735).
• Perceived accessibility of current digital course content (r = .590).

Results: Qualitative Data

• A single dominant theme emerged: faculty expressed the desire for more training opportunities related to making PDF documents more accessible.
• Additional isolated comments referenced the use of QR codes and the concern that time constraints will limit future applications of and learning about DA.

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Tentative Conclusions

• Faculty were generally more likely to perceive DA challenges related to their students than to themselves.
• Faculty’s confidence in their ability to address DA issues appeared to be potentially influential of their willingness to adopt DA practices.
• Most faculty are willing to consider adopting DA practices after participating in DA training.

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Limitations

• A self-report survey was used.
• Participants provided very little qualitative data.
• Very limited sample size; the researchers will continue to collect data.

Research Implications

• Though our sample size was limited, findings suggest positive outcomes of providing DA training for faculty, which corroborates prior research (Hsiao et al., 2019; Murray et al., 2009).
• Findings suggest higher ed faculty do have a level of awareness of the challenges their students may encounter when accessing digital content.
• This study is of potential benefit to university leadership interested in launching DA initiatives in their own institutions.

Next Actions

Based on a comprehensive analysis of the research documents provided, including studies by Bong & Chen (2021), Gilligan (2020), Mancilla & Frey (2021), and others, we have identified several key actions that institutions can take to improve digital accessibility outcomes in higher education.

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The research consistently highlights the growing need for digital accessibility in higher education, particularly as online learning continues to expand (Dumont et al., 2021; Wilkens et al., 2021). However, it also reveals significant gaps in faculty knowledge and skills related to creating accessible digital content (Bong & Chen, 2021).

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By synthesizing the insights from various studies, we have identified actionable steps that institutions could consider to address these challenges. These actions are designed to empower faculty members to prioritize digital accessibility for their students, ultimately leading to more inclusive and equitable learning environments.

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The following next actions are beneficial for improved digital accessibility outcomes as they address key barriers identified in the research, such as lack of awareness, insufficient training, and the need for practical, easy-to-implement solutions. By focusing on these areas, institutions can create a supportive environment that encourages faculty to adopt and maintain accessible digital practices, thereby enhancing the learning experience for all students, including those with disabilities.

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Next Actions, part 2

Promote Awareness of Student Needs

Facilitate opportunities for faculty to understand the diverse needs of students with disabilities.

• Encourage direct interaction between faculty and students with disabilities to build empathy and understanding (Hsiao et al., 2019; Wilkens et al., 2021).
• Organize workshops, seminars, and interactive sessions that expose faculty to the varied experiences and requirements of students with disabilities, fostering a deeper understanding of accessibility challenges (Gilligan, 2020; Murray et al., 2009).

Provide Simple Tools and Strategies

Offer faculty easy-to-use tools and straightforward strategies for improving digital accessibility.

• Develop a curated set of user-friendly tools and clear, step-by-step guides that faculty can readily apply to enhance the accessibility of their course materials (Telles-Langdon, 2020; Mancilla & Frey, 2021).
• Create a repository of quick-implementation techniques and best practices that faculty can easily incorporate into their existing course designs to improve accessibility (Bong & Chen, 2021; Lomellini et al., 2022).

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Integrate Accessibility into Institutional Policies

Develop clear institutional policies that prioritize digital accessibility.

• Craft comprehensive, actionable policies that outline specific accessibility standards and expectations for all digital content and platforms used in the institution (Arzola, 2016; Sieben-Schneider & Hamilton-Brodie, 2016).
• Implement a multi-channel communication strategy to disseminate accessibility policies, including regular updates, training sessions, and easily accessible online resources for all staff and faculty (Whiting, 2018; Carballo & Cotán, 2024).

Next Actions, part 3

Implement Comprehensive Training Programs

Develop and offer ongoing, targeted professional development on digital accessibility.

• Create training programs that cover disability awareness, legislation, and practical methods for creating accessible digital materials. Focus on simple tools and strategies that faculty can easily implement in their course design (Bong & Chen, 2021; Mancilla & Frey, 2021; Gilligan, 2020).

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Foster a Culture of Inclusive Design

Promote Universal Design for Learning (UDL) principles across the institution.

• Emphasize the benefits of accessible design for all students, not just those with disabilities. Encourage faculty to view accessibility as a core aspect of quality course design rather than an additional burden (Seale et al., 2010; Wilkens et al., 2021).
• Strengthen support centers and acknowledge the benefits of and commitment to diversity, inclusion, and social justice (Carballo & Cotán, 2024).

Establish Collaborative Support Systems

Create interdepartmental collaborations to address accessibility issues.

• Develop partnerships between libraries, disability services, IT departments, and faculty to create a network of support (Arzola, 2016; Hsiao et al., 2019; Lomellini et al., 2022).
• This collaborative approach can help faculty feel more supported and less isolated in their accessibility efforts. Ensure that institutions develop resources for academics to implement accessible higher education (Carballo & Cotán, 2024).

Next Actions, part 4

Implement Comprehensive Training Programs

• Develop and offer ongoing, targeted professional development on digital accessibility.
• Create training programs that cover disability awareness, legislation, and practical methods for creating accessible digital materials. Focus on simple tools and strategies that faculty can easily implement in their course design (Bong & Chen, 2021; Mancilla & Frey, 2021; Gilligan, 2020).

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Foster a Culture of Inclusive Design

• Promote Universal Design for Learning (UDL) principles across the institution.
• Emphasize the benefits of accessible design for all students, not just those with disabilities. Encourage faculty to view accessibility as a core aspect of quality course design rather than an additional burden (Seale et al., 2010; Wilkens et al., 2021).

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Establish Collaborative Support Systems

• Create interdepartmental collaborations to address accessibility issues.
• Develop partnerships between libraries, disability services, IT departments, and faculty to create a network of support. This collaborative approach can help faculty feel more supported and less isolated in their accessibility efforts (Arzola, 2016; Hsiao et al., 2019; Lomellini et al., 2022).

Next Actions, part 5

Recognize and Reward Accessibility Efforts:

• Implement a system to acknowledge and incentivize faculty efforts in enhancing course accessibility.
• Develop recognition programs or include accessibility efforts in faculty evaluation processes. This can help shift faculty mindsets by demonstrating institutional commitment to accessibility and valuing faculty contributions in this area (Lombardi & Murray, 2011; Carballo & Cotán, 2024).

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Future Research

• Survey past participants to measure DA implementation post-PD.
• Investigate DA awareness and intent in the PK-12 sector.

References, Pt 1

• Arzola, R. (2016). Collaboration between the library and office of student disability services: document accessibility in higher education. Digital Library Perspectives, 32(2), 117-126. https://academicworks.cuny.edu/cgi/viewcontent.cgi?article=1112&context=le_pubs
• Bong, W. K., & Chen, W. (2021). Increasing faculty’s competence in digital accessibility for inclusive education: A systematic literature review. International Journal of Inclusive Education, 1-17. https://www.tandfonline.com/doi/pdf/10.1080/13603116.2021.1937344
• Carballo, R., & Cotán, A. (2024). Inclusive pedagogy at university: Faculty members’ motivations. Sustainability, 16(11), 4588. https://doi.org/10.1080/07294360.2023.2292652
• Dumont, G., Ni, A. Y., Van Wart, M., Beck, C., & Pei, H. (2021). The effect of the COVID pandemic on faculty adoption of online teaching: Reduced resistance but strong persistent concerns. Cogent Education, 8(1). https://doi.org/10.1080/2331186X.2021.1976928
• García-Morales, V. J., Garrido-Moreno, A., & Martín-Rojas, R. (2021). The transformation of higher education after the COVID disruption: Emerging challenges in an online learning scenario. Frontiers in Psychology, 12, 616059–616059. https://doi.org/10.3389/fpsyg.2021.616059
• Gilligan, J. (2020). Competencies for educators in delivering digital accessibility in higher education. In Universal Access in Human-Computer Interaction. Applications and Practice: 14th International Conference, UAHCI 2020, Held as Part of the 22nd HCI International Conference, HCII 2020, Copenhagen, Denmark, July 19–24, 2020, Proceedings, Part II 22 (pp. 184-199). Springer International Publishing. https://arrow.tudublin.ie/cgi/viewcontent.cgi?article=1019&context=ittscicon
• Guilbaud, T. C., Martin, F., & Newton, X. (2021). Faculty perceptions on accessibility in online learning: Knowledge, practice and professional development. Online Learning, 25(2), 6-35. https://files.eric.ed.gov/fulltext/EJ1301723.pdf
• Hsiao, F., Burgstahler, S., Johnson, T., Nuss, D., & Doherty, M. (2019). Promoting an accessible learning environment for students with disabilities via faculty development (practice brief). Journal of Postsecondary Education and Disability, 32(1), 91-99. https://files.eric.ed.gov/fulltext/EJ1217448.pdf
• Lomellini, A., Lowenthal, P. R., Snelson, C., & Trespalacios, J. H. (2022). Higher education leaders’ perspectives of accessible and inclusive online learning. Distance Education, 43(4), 574–595. https://doi.org/10.1080/01587919.2022.2141608

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References, Pt 2

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• McAlvage, K., & Rice, M. (2018). Access and accessibility in online learning: Issues in higher education and K-12 contexts. From" OLC Outlook: An Environmental Scan of the Digital Learning Landscape". Online Learning Consortium.https://files.eric.ed.gov/fulltext/ED593920.pdf
• Murray, C., Wren, C. T., Stevens, E. B., & Keys, C. (2009). Promoting university faculty and staff awareness of students with learning disabilities: An overview of the Productive Learning u Strategies (PLuS) Project. Journal of Postsecondary Education and Disability, 22(2), 117-129. https://files.eric.ed.gov/fulltext/EJ868136.pdf
• Rogers, E. M. (2003). Diffusion of Innovations (5th ed.). New York: Free Press.
• Mancilla, R., & Frey, B. (2021). Professional development for digital accessibility: A needs assessment. Quality Matters. https://qualitymatters.org/sites/default/files/research-docs-pdfs/QM-Digital-Accessibility-Professional-Development-WP.pdf
• Saldaña, J. (2021). The coding manual for qualitative researchers. 1-440.
• Sanderson, N., Kessel, S., & Chen, W. (2022). What do faculty members know about universal design and digital accessibility?: A qualitative study in computer science and engineering disciplines. Universal Access in the Information Society, 21(2), 351-365. https://link.springer.com/content/pdf/10.1007/s10209-022-00875-x.pdf
• Seale, J., Draffan, E. A., & Wald, M. (2010). Digital agility and digital decision‐making: conceptualising digital inclusion in the context of disabled learners in higher education. Studies in Higher Education, 35(4), 445-461. https://ore.exeter.ac.uk/repository/bitstream/handle/10871/9947/Digital%20Agility.pdf;sequence=2
• Sieben-Schneider, J. A., & Hamilton-Brodie, V. A. (2016). Doing the Right Thing: One University's Approach to Digital Accessibility. Journal of Postsecondary Education and Disability, 29(3), 221-230. https://files.eric.ed.gov/fulltext/EJ1123793.pdf
• Telles-Langdon, D. M. (2020). Transitioning university courses online in response to COVID-19. Journal of Teaching and Learning, 14(1), 108-119. https://doi.org/10.22329/jtl.v14i1.6262
• Whiting, B. (2018). Institutional accessibility awareness. In Universal Access in Human-Computer Interaction. Springer International Publishing. (pp. 591-601). https://link.springer.com/chapter/10.1007/978-3-319-92052-8_47
• Wilkens, L., Haage, A., Lüttmann, F., & Bühler, C. R. (2021). Digital teaching, inclusion and students’ needs: Student perspectives on participation and access in higher education. Social Inclusion, 9(3), 117-129. https://www.cogitatiopress.com/socialinclusion/article/viewFile/4125/2177