Effective Engagement and Accessibility in an Online Environment

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Session Description

COVID-19 has significantly impacted the demand for online higher education opportunities. According to Harvard Business Journal, “[t]here’s a good likelihood that virtual learning — in some capacity — will need to be a part of education for the foreseeable future” (Deveney, et. al. 2020). While virtual learning is not new, it has become more accepted and requested by college students. According to Cengage’s Digital Learning Pulse Survey (April 2021), 73% of students prefer some courses wholly online (Kelly, 2021). Meanwhile, “students with disabilities who enroll in online courses often experience barriers and challenges to full participation in online learning environments” (Rios, et. al. 2017). Under Titles II and III of the Americans with Disabilities Act, Sections 504 and 508 Rehabilitation Act, and Individuals with Disabilities Act, instructors need to ensure that content is accessible and provide reasonable accommodations to students with disabilities.

This presentation will discuss two key components of a successful and accessible online higher education environment: engaging students in interactive, personalized, and relevant learning experiences and creating a learning environment that is accessible for all. Best practices will include following UDL guidelines, deploying microbursts of learning, and utilizing authoring tools such as Camtasia, Articulate Rise, and PlayPosit.

 

Presenter(s)

Marsha Morgenstern
University of Phoenix

I hold a Master of Arts in Adult Education and Training, a Master of Arts in Business Communication, and a Bachelor of Arts in Communication with a Public Relations emphasis. I earned both Master's degrees entirely online, so I have been in my students' shoes, so to say. I enjoy the flexibility offered outside of a brick-and-mortar school, and I am excited about the potential of web-based education as it continues to grow.

Kimberly Long
University of Phoenix

With over a decade of experience in online education and training, my work as a learning designer, instructional designer, faculty member, and in faculty development is deeply influenced and guided by my commitment to creating and advocating for educational equity, which includes access, inclusion, and belonging for all learners. I have brought this same commitment to equitable access, inclusion, and belonging to my work in the fitness industry as a barre instructor & trainer and to my previous work in the non-profit sector as a case manager and hotline counselor.

Skilled in Learning Design, Instructional Design, Editing, Curriculum Development, Conflict Management, Adult Learning, Faculty Development, Accessibility (Section 508, UDL), Academic Support, Open Educational Resources, Adobe Acrobat, Adobe Captivate, Camtasia, Articulate Rise 360, MS Office (Outlook, PowerPoint, Teams, Word, Excel, Teams), Vyond, Zoom, Skype, Google apps, Go-to-Meeting, Dropbox, Banner, Adobe Connect, and Salesforce.

Learning Management System expertise includes: Blackboard/Blackboard Ultra, D2L BrightSpace, Coursera, & Canvas

Primary development tools include: Articulate Rise 360, Adobe Creative Suite, Vyond, Captivate, Camtasia, and Canva.

Credentials include a Master's degree in Women's Studies from San Diego State University-California State University, certificate in Instructional Design and Technology from UMDx, and a Bachelor's degree from the University of California, Irvine. Graduated cum laude from the University of California, Irvine, and am a member of the honor society, Phi Beta Kappa.

tcc2022

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