Date of Award

Summer 2026

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Ismahan Arslan-Ari

Second Advisor

Fatih Ari

Abstract

Professional development for higher education faculty focused on the Universal Design for Learning (UDL) framework and digital accessibility strategies in online course design has the potential to support the development of equitable learning environments for students, but there is a lack of opportunities focusing on these concepts. As a result, faculty are unprepared to design and teach online courses that promote equity and support all learners. This action research study investigated the impact of an online professional development course for faculty members focusing on UDL and digital accessibility in designing accessible online courses.

The following research questions were addressed: (1) How and to what extent does completing an online professional development course focusing on UDL and digital accessibility impact the knowledge of faculty members in designing accessible online courses? (2) How and to what extent does completing an online professional development course focusing on UDL and digital accessibility impact faculty members’ ability to design an accessible online course? and (3) What are faculty members’ perceptions of an online professional development course focusing on UDL and digital accessibility on creating an accessible online course?

This study implemented a convergent parallel mixed methods design, including collecting quantitative data through a pre and post Likert scale questionnaire, and qualitative data through an end of course open ended survey and individual interviews. Quantitative data were analyzed using descriptive statistics and paired samples t-tests. Qualitative data were analyzed using the inductive analysis method of open-ended survey questions and interviews to identify applicable themes.

Results from the Likert scale questionnaire demonstrated that participants increased their knowledge and skills related to the UDL framework and digital accessibility strategies for accessible online course design. Qualitative themes that emerged from data analysis included an increase in knowledge and skills from engagement with the course content and activities, how the course concepts are relevant as core teaching practices, the importance of modeling in online professional development to increase application of strategies, and increased motivation to continue professional development in the areas of UDL digital accessibility, with the need for further support. Implications for the importance of modeling and opportunities for application in online professional development are discussed, and the importance of extended professional development pathways in the areas of UDL and digital accessibility.

Rights

© 2026, Alexander Wade Walters

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