Designing for Accessibility in Online Learning: A Design Case

Despite laws in the United States (e.g., Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and its 2008 Amendments), students with various disabilities continue to experience access barriers to instructional content and inclusion in course activities. Online learning environments can present especially challenging circumstances for disabled students despite the advantages they could potentially bring. In this article, we present the design and development of three self-paced e-learning modules following a three-phased design process to prepare instructional design students to create accessible online learning content. The instructional design planning and development process can provide rich experiences for learning. In this design case, the authors tell the stories of the design team to delineate the recursive three-phased design process, aiming to present (a) the ideation, design, creation, and implementation of the accessibility modules to teach novice instructional designers the importance and methods to create accessible online instructional content and (b) the lessons learned by the design team as a result of the design process

Student Participation and Interaction in Online Case-Based Discussions: Comparing Expert and Novice Facilitation

Discussion is an essential component in case-based learning (CBL), as it offers students the opportunity to consider diverse perspectives, clarify confusion, and construct understanding. As a facilitator bears most of the responsibility for the overall success of CBL, understanding how facilitation strategies influence interactions during discussions is worthwhile. However, previous CBL facilitation research has primarily considered student perspectives during case discussions, without examining relationships between facilitator experience and student interaction and participation. This study combined social network analysis and content analysis to compare the structure of expert and novice instructors’ discussion posts and to consider their relationship to student participation and interaction in online case discussions. Results showed that both the expert and novice instructors used facilitation strategies involving social congruence, cognitive congruence, and content expertise frequently in the discussions; however, when and how they used a combination of these strategies was noticeably different. These differences influenced student interaction. More specifically, students tended to interact with others more actively and densely as a result of questions initiated by the expert facilitator. Suggestions are provided for novice facilitators

Instructional Design Learners Make Sense of Theory: A Collaborative Autoethnography

Understanding theory is essential to instructional design (ID) research and practice; however, novice designers struggle to make sense of instructional design theory due to its abstract and complex nature, the inconsistent use of theoretical terms and concepts within literature, and the dissociation of theory from practice. While these challenges are generally understood, little is known about the sensemaking process of learners as they encounter these challenges in pursuit of deeper theoretical understanding. Using a collaborative autoethnographic approach, six ID learners investigated their sensemaking experience within an advanced ID theory course. Autoethnography, a form of qualitative research, focuses on self-reflection “to gain an understanding of society through the unique sense of self” (Chang et al., 2013, p. 18). Collaborative autoethnography, a type of autoethnography, explores anecdotal and personal experiences “collectively and cooperatively within a team of researchers” (p. 21). Using individual and collective reflexive and analytic activities, this inquiry illuminates the numerous sensemaking approaches ID learners commonly used to move beyond their initial, basic theoretical understanding, including deconstructing theory, distinguishing terminology, integrating concepts with previous knowledge, and maintaining an openness to multiple perspectives. Additionally, ID learners experienced significant struggles in this process but viewed these struggles as significant and motivating elements of their sensemaking process. Finally, this study offers implications for learners, instructors, and course designers

EXPLORING CHINESE INTERNATIONAL STUDENTS’ PERCEPTIONS OF THEIR EXPERIENCE IN AN INTENSIVE ENGLISH PROGRAM AT A US MIDWESTERN UNIVERSITY

This phenomenological study described Chinese students’ learning experiences in an Intensive English Program at a U.S. public university. Its main purpose was to investigate whether Chinese students think this program help them transition to American academic and social environment more smoothly. The researcher adopted purposive sampling because there were selection criteria: (a) Chinese Intensive English students, (b) not in the Partnership Degree Programs, (c) 19 years of age or older, and (d) enrolled in 2013 spring academic semester at the University of Nebraska-Lincoln. The sample was 10 students, five males and five females, from Basic Level to Advanced Level. The researcher conducted face-to-face interviews to gather data. Interview questions consisted of open ended, multiple and probing questions. Few closed questions were used. The data were analyzed and organized into themes. Demographic data and findings were showed in tables and figures. Findings revealed that the majority of the participants were satisfied with the program because they observed their great progress with listening and speaking after they took classes, however, the level they satisfaction depended on how long they had to study in the program. The students reported lower level of satisfaction when they studied longer in the program. One major recommendation of the study was that language instruction should be more integrated with academic course content in the Intensive English Program. This qualitative study also recommended topics for future research based on the ideas the researcher gathered from the interviews. Advisor: Miles T. Bryan

Singlet Fission in a para-Azaquinodimethane-Based Quinoidal Conjugated Polymer.

The exploitation of singlet fission (SF) in photovoltaic devices is restricted by the limited number of SF materials available and the conflicting requirement of intermolecular interactions to satisfy both efficient SF and subsequent triplet extraction. Intramolecular SF (iSF) represents an emerging alternative and may prove simpler to implement in devices. On account of the excellent chemical structure tunability and solution processability, conjugated polymers have emerged as promising candidates for iSF materials despite being largely underexplored. It remains a significant challenge to develop SF-capable conjugated polymers and achieve efficient dissociation of the formed triplet pairs simultaneously. In this contribution, we present a new iSF material in a para-azaquinodimethane-based quinoidal conjugated polymer. Using transient optical techniques, we show that an ultrafast iSF process dominates the deactivation of the excited state in such polymer, featuring ultrafast population (<1 ps) and stepwise dissociation of triplet pairs. Notably, these multiexciton states could further diffuse apart to produce long-lived free triplets (tens of μs) in strongly coupled aggregates in solid thin film. Such findings not only introduce a new iSF-active conjugated polymer to the rare SF material family but also shed unique insight into interchain interaction-promoted triplet pair dissociation in aggregates of conjugated polymers, thus openning new avenues for developing next-generation SF-based photovoltaic materials

Absence of Intramolecular Singlet Fission in Pentacene–Perylenediimide Heterodimers: The Role of Charge Transfer State

A new class of donor–acceptor heterodimers based on two singlet fission (SF)-active chromophores, i.e., pentacene (Pc) and perylenediimide (PDI), was developed to investigate the role of charge transfer (CT) state on the excitonic dynamics. The CT state is efficiently generated upon photoexcitation. However, the resulting CT state decays to different energy states depending on the energy levels of the CT state. It undergoes extremely rapid deactivation to the ground state in polar CH₂Cl₂, whereas it undergoes transformation to a Pc triplet in nonpolar toluene. The efficient triplet generation in toluene is not due to SF but CT-mediated intersystem crossing. In light of the energy landscape, it is suggested that the deep energy level of the CT state relative to that of the triplet pair state makes the CT state actually serve as a trap state that cannot undergoes an intramolecular singlet fission process. These results provide guidance for the design of SF materials and highlight the requisite for more widely applicable design principles