A Qualitative Case Study of Nondisabled Students' Perceptions of Aesthetics in Accessibly Designed E-Learning Courses

Autor/in	Stelford, Susan Gayle
Titel	A Qualitative Case Study of Nondisabled Students' Perceptions of Aesthetics in Accessibly Designed E-Learning Courses
Quelle	(2023), (156 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-0733-9
Schlagwörter	Hochschulschrift; Dissertation; Student Attitudes; Attitudes toward Disabilities; Aesthetics; Accessibility (for Disabled); Electronic Learning; Online Courses; Curriculum Design; Learner Engagement; Learning Motivation; Student Satisfaction + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schülerverhalten; Ästhetik; Accessibility; Zugänglichkeit; Online course; Online-Kurs; Lehrplangestaltung; Motivation for studies; Lernmotivation
Abstract	Researchers have shown that aesthetic design has a positive effect on viewers of web pages. The problem is that the aesthetic design of e-learning courses is understudied, especially concerning nondisabled students in accessibly designed online classes. Thus, administrators, course designers, instructional technologists, faculty, and students may be impacted by this problem. This qualitative descriptive case study investigated the aesthetic perceptions of six nondisabled online students and six online instructors and the effects on student engagement, motivation, and satisfaction. The conceptual frameworks that guided this study were Bashir's e-learning user interface design quality model and Keller's ARCS model of motivation. The research questions addressed whether the Web Content Accessibility Guidelines' recommended level of aesthetic design has a significant role in students' engagement, motivation, and satisfaction, especially as designers try to address accessibility issues and appeal to all learner types simultaneously. I asked open-ended, semi-structured questions via Zoom interviews with 12 participants recruited by email who had completed or taught at least three online courses. Data was collected, analyzed, and coded, resulting in eight identified themes that indicated students and instructors prefer simple, straightforward course design. Themes identified that students preferred simple modular design, personal interaction, interactive elements, convenience, and accessibility while instructors preferred simple design, limited interactive elements, and limited personal interaction and did not identify the reasons for student satisfaction. Recommendations for practice include additional training of instructors and standardization of e-learning course design. The perceptions of students and instructors of aesthetic design suggest significant changes and updates to policies and practices of college institutions that will support student e-learning success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01