Integrating UDL into the Online Course Development Process: A Delphi study

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dc.contributor.advisorClark, Kevin
dc.contributor.authorSingleton, Korey J.
dc.creatorSingleton, Korey J.
dc.date.accessioned2018-10-22T01:17:09Z
dc.date.available2018-10-22T01:17:09Z
dc.date.issued2017
dc.description.abstractThe literature shows that both faculty and students hold favorable opinions about UDL principles and practices and students’ benefit from such practices when implemented in the higher education classroom. Despite this, faculty members remain resistant to implementing UDL principles and practices. Few studies have examined the barriers impacting the adoption of UDL principles and practices by higher education faculty, and even less have offered solutions which would improve adoption.
dc.format.extent271 pages
dc.identifier.urihttps://hdl.handle.net/1920/11191
dc.language.isoen
dc.rightsCopyright 2017 Korey J. Singleton
dc.subjectInstructional design
dc.subjectSpecial education
dc.subjectDelphi
dc.subjectDistance education
dc.subjectOnline learning
dc.subjectUDL
dc.subjectUniversal design
dc.titleIntegrating UDL into the Online Course Development Process: A Delphi study
dc.typeDissertation
thesis.degree.disciplineEducation
thesis.degree.grantorGeorge Mason University
thesis.degree.levelPh.D.

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