Distance Educators Attitudes and Actions towards Inclusive Teaching Practices
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Published:
Jun 29, 2021
Keywords:
Accessibility and usability, adult learning, attitudes and actions, distance education instruction, inclusive teaching practices, universal design, universal design for instruction, universal design for learning.
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Abstract
As distance education continues to increase, it is vital that postsecondary institutions contribute time and resources towards sustaining inclusive teaching practices that decrease barriers and increase opportunities for diverse student populations. This study examined faculty (n = 116) attitudes and actions surrounding online accommodations and inclusive teaching practices that were based on Universal Design for Learning (UDL) principles using the Inclusive Teaching Strategies Inventory-Distance Education (ITSI-DE) online survey instrument. 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.
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Cash, C., Cox, T., & Hahs-Vaughn, D. (2021). Distance Educators Attitudes and Actions towards Inclusive Teaching Practices. Journal of the Scholarship of Teaching and Learning, 21(2). https://doi.org/10.14434/josotl.v21i2.27949
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Baltaci-Goktalay, S. (2006). Faculty adoption of online technology in higher education. The
Turkish Online Journal of Educational Technology, 5 (4).
Bastedo, K., Sugar, A., Swenson, N., & Vargas, J. (2013). Programmatic, systemic, automatic:
an online course accessibility support model. Journal of Asynchronous Learning Networks, 17(3).
Benham, N. E. (1995). Faculty attitudes and knowledge regarding specific disabilities and The
Americans with Disabilities Act. (Doctoral Dissertation, University of Southern Mississippi,1995). Dissertation Abstracts International, 57, OIA, (1995).
Black, R. D., Weinberg, L. A., & Brodwin, M. G. (2014). Universal design for instruction
and learning: A pilot study of faculty instructional methods and attitudes related to students with disabilities in higher education. Exceptionality Education International, 24(1), 48-64.
Bourke, A. B., Strehorn, K. C., & Silver, P. (2000). Faculty members’provision of instructional
accommodations to students with LD. Journal of Learning Disabilities, 33(2), 26-32.
Bunk, J., Li, R., Smidt, E., Bidetti, C., & Malize, B. (2015). Understanding faculty attitudes about
distance education: The importance of excitement and fear. Online Learning, 19(4).
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practice. Cambridge, Massachusetts: Harvard Education Press.
Burgstahler, S., Corrigan, B., & McCarter, J. (2004). Making distance learning courses
accessible to students and instructors with disabilities: A case study. Internet and Higher Education, 7, 33-246.
Cercone, K. (2008). Characteristics of adult learners with implications for online learning design.
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analysis for determining the number of factors. Educational Sciences: Theory & Practice, 16, 537-551.
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Special Education Quarterly, 28(4), 36-40.
Comrey, A., & Lee, H. (1992). A first course in factor analysis. Hillsdale, NJ: Erlbaum.
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attitudes and use of universal design instructional techniques. Rehabilitation Research,
Policy, and Education, 30(2), 148-160.
Dallas, B. K., Sprong, M. E., & Upton, T. D. (2014). Post-secondary faculty attitudes towards
inclusive teaching strategies. Journal of Rehabilitation, 80 (2), 12-20.
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of Psychiatry, 126, 237-240.
Fonosch, G. G., & Schwab, L. O. (1981). Attitudes of selected university faculty members
toward disabled students. Journal of College Student Personnel, 22(3), 229-235.
Gawronski, M., Kuk, L., & Lombardi. (2016). Inclusive instruction: Perceptions of community
college faculty and students pertaining to Universal Design. Journal of Postsecondary Education and Disability, 29(4), 331-347.
Gladhart, M. A. (2010). Determining faculty needs for delivering accessible electronically
delivered instruction in higher education, Journal of Postsecondary Education and Disability, 22(3), 185-196.
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Hahs-Vaughn, D. L. (2017). Applied multivariate statistical concepts. New York, NY:
Routledge.
Hartsoe, J. K., & Barclay, S. R. (2017). Universal design and disability: Assessing Faculty
Beliefs, Knowledge, and Confidence in Universal Design for Instruction, Journal of Postsecondary Education and Disability, 30(3), 223-236.
Hayton, J. C., Allen, D. G., Scarpello, V. (2004). Factor retention decisions in exploratory factor
analysis: A tutorial on parallel analysis. Organizational Research Methods, 7, 191-205.
Heale, R., & Twycross A. (2015). Validity and reliability in quantitative studies. Evidence-Based
Nursing, 18(3), 66-67.
Horn, J. L. (1965). A rationale and test for the number of factors in factor analysis.
Psychometrica, 30(2), 179-185.
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adoption: The role of management support and organizational climate. Online Journal of
Distance Learning Administration, 14(2).
King, K. P., & Cox, T. D. (2011). The professors guide to taming technology. Charlotte, NC:
Information Age Publishing, INC.
Kline, P. (1994). An Easy Guide ToFactor Analysis. New York: Routledge.
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decisions: Determining the extraction method and number of factors to retain. Paper presented at the Annual Meeting of the Mid-South Educational Research Association, Bowling green, Kentucky.
Kroenung, J., & Eckhardt, A. (2011). Three classes of attitude and their implications for IS
research. Paper presented at the Thirty Second International Conference on Information Systems, Shanghai, China.
McLean, J. (2005). Addressing faculty concerns about distance learning. Online Journal of
Distance Learning Administration, 8(4). 1-14.
Medlin, B.D. (2001). The factors that may influence a faculty member's decision to adopt
electronic technologies in instruction (Doctoral dissertation, Virginia Polytechnic Institute and State University, 2001). ProQuest DigitalDissertations. (UMI No. AAT 3095210).
Parisot, A.H. (1995). Technology and teaching: The adoption and diffusion of technological
innovationsby a community college faculty (Doctoral dissertation, Montana State University, 1995). ProQuest DigitalDissertations. (UMI No. AAT 9542260).
Radford, A.W. (2011). Learning at a Distance: Undergraduate Enrollment in Distance
Education Courses and Degree Programs (NCES 2012-154). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubsearch.
Reindl, T. (2013). Regulating online postsecondary education: State issues and options. National
Governors Association.
Rogers, E.M. (2003). Diffusion of innovations (5th ed.). New York: Free Press.
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learning. Alexandria, VA: Association for Supervision and Curriculum Development.
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technology-related studies based on rogers’ theory. The Turkish Online Journal of
Education, 5(2), 14-23.
Seale, J. K. (2014). E-learning and disability in higher education (2nd ed.). New York, NY:
Routledge.
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teaching practices in higher education. Innovations in Education and Teaching International, 49(2), 173-182.
Surry, D. W., Stefurak, J. T., & Gray, R. M. (2011). Technology integration in higher education
social and organizational aspects. Hershey, PA: Information Science Reference.
LaRocco, D. J., & Wilken, D. S. (2013). Universal design for learning: University faculty stages
of concerns and levels of use a faculty action-research project. Current Issues in Education, 16(1), 1-14.
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students with disabilities: Two decades after implementation of section 504. Journal of Postsecondary Education and Disability, 13(3), 1-18.
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Willingness to accommodate and adopt Universal Design principles. Journal of
Vocational Rehabilitation, 34, 43-56.
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inclusive instruction: Comparing two institutions. Journal of Postsecondary Education and Disability, 23(3), 221-232.
Lombardi, A. R., Murray, C., & Gerdes, H. (2011). College faculty and inclusive instruction:
self-reported attitudes and actions pertaining to Universal Design. Journal of Diversity in Higher Education, 4(4), 250-261.
Lombardi, A., Vukovic, B., & Sala-Bars, I. (2015). International comparisons of inclusive
instruction among college faculty in Spain, Canada, and the United States. Journal of Postsecondary Education and Disability, 28(4), 447-460.
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libraries. College of Research & Libraries, 77(3).
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developmental disability psychological research. Journal of Autism Developmental
Disorders, 40(1), 8-20.
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a survey. Family Medicine, 34(4), 281- 286.
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exploratory factor analysis on dichotomous data. Journal of Modern Applied Statistical Methods, 9(2), 359-368.
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influence of PT3 Projects designed to transform methods courses and field experiences. Teaching and Teacher Education, 26(4), 863-870.
Porter, W. W., & Graham, C. R. (2016). Institutional drivers and barriers to faculty adoption of
blended learning in higher education. BrITSIh Journal of Educational Technology, 47 (4), 748-762.
Rao, S. M. (2002). Students with disabilities in higher education: Faculty attitudes and
willingness to provide accommodations (Doctoral dissertation, University of Arkansas, 2002).
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students with disabilities. Journal for Vocational Special Needs Education, 25(2), 47-54.
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study in higher education. Distance Education, 28(3), 313-333.
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treatment of disabled students reexamined. College Student Journal, 21(2), 190-193.
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postsecondary students with learning disabilities. International Journal of Special Education, 22(2), 32-45.
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Bacow, L. S., Bowen, W. G., Guthrie, K. M., Lack, K. A., & Long, M. P. (2012). Barriers to
adoption of online learning systems in U.S. higher education. EDUCAUSE Review, 47(4).
Baggett, D. W. (1993). Study of the University of Massachusetts at Amherst faculty's knowledge
of disabilities, experience with educating students with disabilities, and attitudes that faculty possess towards students with disabilities. (Doctoral Dissertation, University of Massachusetts.) Dissertation Abstracts International, 54, 06A.
Baltaci-Goktalay, S. (2006). Faculty adoption of online technology in higher education. The
Turkish Online Journal of Educational Technology, 5 (4).
Bastedo, K., Sugar, A., Swenson, N., & Vargas, J. (2013). Programmatic, systemic, automatic:
an online course accessibility support model. Journal of Asynchronous Learning Networks, 17(3).
Benham, N. E. (1995). Faculty attitudes and knowledge regarding specific disabilities and The
Americans with Disabilities Act. (Doctoral Dissertation, University of Southern Mississippi,1995). Dissertation Abstracts International, 57, OIA, (1995).
Black, R. D., Weinberg, L. A., & Brodwin, M. G. (2014). Universal design for instruction
and learning: A pilot study of faculty instructional methods and attitudes related to students with disabilities in higher education. Exceptionality Education International, 24(1), 48-64.
Bourke, A. B., Strehorn, K. C., & Silver, P. (2000). Faculty members’provision of instructional
accommodations to students with LD. Journal of Learning Disabilities, 33(2), 26-32.
Bunk, J., Li, R., Smidt, E., Bidetti, C., & Malize, B. (2015). Understanding faculty attitudes about
distance education: The importance of excitement and fear. Online Learning, 19(4).
Burgstahler, S. E., & Cory, R. C. (2008). Universal design in higher education from principles to
practice. Cambridge, Massachusetts: Harvard Education Press.
Burgstahler, S., Corrigan, B., & McCarter, J. (2004). Making distance learning courses
accessible to students and instructors with disabilities: A case study. Internet and Higher Education, 7, 33-246.
Cercone, K. (2008). Characteristics of adult learners with implications for online learning design.
Association for the Advancement of Computing in Education Journal, 16 (2), 137-159.
Cokluk, O., & Kocak, D. (2015). Using Horn’s Parallel analysis method in exploratory factor
analysis for determining the number of factors. Educational Sciences: Theory & Practice, 16, 537-551.
Cole, J. E., & Kritzer, J. B. (2009). Strategies for success: Teaching an online course. Rural
Special Education Quarterly, 28(4), 36-40.
Comrey, A., & Lee, H. (1992). A first course in factor analysis. Hillsdale, NJ: Erlbaum.
Cook, L., Rumrill, P. D., & Tankersley, M. (2009). Priorities and understanding of faculty
members regarding college students with disabilities. International Journal of Teaching and Learning in Higher Education, 21, 84-96.
Cox, T. D. (2013) Adult learning orientations: The case of language teachers in Peru.
International Forum of Teaching and Studies, 9(1), 3-10.
Crawford, C. B., & Koopman, P. (1979).Inter-rater reliability of scree test and mean square
ratio test of number of factors. Perceptual & Motor Skills, 49, 223-226.
Dallas, B. K., & Sprong, M. E. (2015). Assessing faculty attitudes toward universal design
instructional techniques. Journal of Applied Rehabilitation Counseling, 46(4), 18-28.
Dallas, K. B., Sprong, M. E., & Kluesner, B. K. (2016). Multiuniversity comparison of faculty
attitudes and use of universal design instructional techniques. Rehabilitation Research,
Policy, and Education, 30(2), 148-160.
Dallas, B. K., Sprong, M. E., & Upton, T. D. (2014). Post-secondary faculty attitudes towards
inclusive teaching strategies. Journal of Rehabilitation, 80 (2), 12-20.
Everitt, B. (1975). Multivariate analysis: The need for data, and other problems. British Journal
of Psychiatry, 126, 237-240.
Fonosch, G. G., & Schwab, L. O. (1981). Attitudes of selected university faculty members
toward disabled students. Journal of College Student Personnel, 22(3), 229-235.
Gawronski, M., Kuk, L., & Lombardi. (2016). Inclusive instruction: Perceptions of community
college faculty and students pertaining to Universal Design. Journal of Postsecondary Education and Disability, 29(4), 331-347.
Gladhart, M. A. (2010). Determining faculty needs for delivering accessible electronically
delivered instruction in higher education, Journal of Postsecondary Education and Disability, 22(3), 185-196.
Gorsuch, R. L. (1983). Factor Analysis (2nd Ed.). Hillsdale, NJ: Erlbaum.
Hahs-Vaughn, D. L. (2017). Applied multivariate statistical concepts. New York, NY:
Routledge.
Hartsoe, J. K., & Barclay, S. R. (2017). Universal design and disability: Assessing Faculty
Beliefs, Knowledge, and Confidence in Universal Design for Instruction, Journal of Postsecondary Education and Disability, 30(3), 223-236.
Hayton, J. C., Allen, D. G., Scarpello, V. (2004). Factor retention decisions in exploratory factor
analysis: A tutorial on parallel analysis. Organizational Research Methods, 7, 191-205.
Heale, R., & Twycross A. (2015). Validity and reliability in quantitative studies. Evidence-Based
Nursing, 18(3), 66-67.
Horn, J. L. (1965). A rationale and test for the number of factors in factor analysis.
Psychometrica, 30(2), 179-185.
Huang, R.T., Deggs, D. M., Jabor, M. K., & Machtmes, K. (2011). Faculty online technology
adoption: The role of management support and organizational climate. Online Journal of
Distance Learning Administration, 14(2).
King, K. P., & Cox, T. D. (2011). The professors guide to taming technology. Charlotte, NC:
Information Age Publishing, INC.
Kline, P. (1994). An Easy Guide ToFactor Analysis. New York: Routledge.
Knight, J. (2000, November). Toward reflective judgement in exploratory factor analysis
decisions: Determining the extraction method and number of factors to retain. Paper presented at the Annual Meeting of the Mid-South Educational Research Association, Bowling green, Kentucky.
Kroenung, J., & Eckhardt, A. (2011). Three classes of attitude and their implications for IS
research. Paper presented at the Thirty Second International Conference on Information Systems, Shanghai, China.
McLean, J. (2005). Addressing faculty concerns about distance learning. Online Journal of
Distance Learning Administration, 8(4). 1-14.
Medlin, B.D. (2001). The factors that may influence a faculty member's decision to adopt
electronic technologies in instruction (Doctoral dissertation, Virginia Polytechnic Institute and State University, 2001). ProQuest DigitalDissertations. (UMI No. AAT 3095210).
Parisot, A.H. (1995). Technology and teaching: The adoption and diffusion of technological
innovationsby a community college faculty (Doctoral dissertation, Montana State University, 1995). ProQuest DigitalDissertations. (UMI No. AAT 9542260).
Radford, A.W. (2011). Learning at a Distance: Undergraduate Enrollment in Distance
Education Courses and Degree Programs (NCES 2012-154). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubsearch.
Reindl, T. (2013). Regulating online postsecondary education: State issues and options. National
Governors Association.
Rogers, E.M. (2003). Diffusion of innovations (5th ed.). New York: Free Press.
Rose, D.H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for
learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Sahin, I. (2006). Detailed review of rogers’ diffusion of innovations theory and educational
technology-related studies based on rogers’ theory. The Turkish Online Journal of
Education, 5(2), 14-23.
Seale, J. K. (2014). E-learning and disability in higher education (2nd ed.). New York, NY:
Routledge.
Smith, K. (2012). Lessons learnt from literature on the diffusion of innovative learning and
teaching practices in higher education. Innovations in Education and Teaching International, 49(2), 173-182.
Surry, D. W., Stefurak, J. T., & Gray, R. M. (2011). Technology integration in higher education
social and organizational aspects. Hershey, PA: Information Science Reference.
LaRocco, D. J., & Wilken, D. S. (2013). Universal design for learning: University faculty stages
of concerns and levels of use a faculty action-research project. Current Issues in Education, 16(1), 1-14.
Leyser, Y., Vogel, S., Wyland, S., & Brulle, A. (1998). Faculty attitudes and practices regarding
students with disabilities: Two decades after implementation of section 504. Journal of Postsecondary Education and Disability, 13(3), 1-18.
Lombardi, A. R., & Murray, C. (2011). Measuring university faculty attitudes toward disability:
Willingness to accommodate and adopt Universal Design principles. Journal of
Vocational Rehabilitation, 34, 43-56.
Lombardi, A., Murray, C., & Dallas, B. (2013). University faculty attitudes toward disability and
inclusive instruction: Comparing two institutions. Journal of Postsecondary Education and Disability, 23(3), 221-232.
Lombardi, A. R., Murray, C., & Gerdes, H. (2011). College faculty and inclusive instruction:
self-reported attitudes and actions pertaining to Universal Design. Journal of Diversity in Higher Education, 4(4), 250-261.
Lombardi, A., Vukovic, B., & Sala-Bars, I. (2015). International comparisons of inclusive
instruction among college faculty in Spain, Canada, and the United States. Journal of Postsecondary Education and Disability, 28(4), 447-460.
McGee, K. A. (1989). Attitudes of the University of Virginia faculty and administration toward
disabled college students (Doctoral dissertation, University of Virginia, 1989). Dissertation Abstracts International, 50, 10A, (1989).
Motte, K. (2013). Strategies for online educators. Turkish Online Journal of Distance Education,
14(2), 258- 266.
Mumford, K. R., Ferron, J. M., Hines, C.V., Hogarty, K. Y., Kromrey, J. D. (2003, April). Factor
retention in exploratory factor analysis: A comparison of alternative methods. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, Illinois.
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, 117-129.
Oguz, F. (2016). Organizational influences in technology adoption decisions: A case study of digital
libraries. College of Research & Libraries, 77(3).
Norris, M., Lecavalier, L. (2009). Evaluating the use of exploratory factor analysis in
developmental disability psychological research. Journal of Autism Developmental
Disorders, 40(1), 8-20.
Nunnally, J. (1978). Psychometric Theory (2nd Ed.). New York : McGraw-Hill.
Passmore, C., Dobbie, A. E., Parchman, MD, & Tysinger, J. (2002). Guidelines for constructing
a survey. Family Medicine, 34(4), 281- 286.
Pearson, R. H. & Mundform, D. J. (2010). Recommended sample size for conducting
exploratory factor analysis on dichotomous data. Journal of Modern Applied Statistical Methods, 9(2), 359-368.
Polly, D., Mims, C., Inan, F., & Shepherd, C. E. (2010). Evidence of impact: An analysis of the
influence of PT3 Projects designed to transform methods courses and field experiences. Teaching and Teacher Education, 26(4), 863-870.
Porter, W. W., & Graham, C. R. (2016). Institutional drivers and barriers to faculty adoption of
blended learning in higher education. BrITSIh Journal of Educational Technology, 47 (4), 748-762.
Rao, S. M. (2002). Students with disabilities in higher education: Faculty attitudes and
willingness to provide accommodations (Doctoral dissertation, University of Arkansas, 2002).
Rao, S., & Gartin, B. C. (2003). Attitudes of university faculty toward accommodations to
students with disabilities. Journal for Vocational Special Needs Education, 25(2), 47-54.
Samarawickrema, G., & Stacey, E. (2007). Adopting web-based learning and teaching: A case
study in higher education. Distance Education, 28(3), 313-333.
Schoen, E., Uysal, M., & McDonald, C. D. (1986). Attitudes of faculty members toward
treatment of disabled students reexamined. College Student Journal, 21(2), 190-193.
Skinner, M. E. (2007). Faculty willingness to provide accommodations and course alternatives to
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