Buren, C. A. (2021). A phenomenological study of post-secondary instructors’ experiences of 3D holographic programming on adults with learning disabilities in an online class (Publication No. 28412444) [Doctoral dissertation, Northcentral University]. ProQuest Dissertations and Theses Global.

Abstract:

“The problem addressed by this study was that adults with learning disabilities have difficulty achieving academic success in online education programs using 3D imaging. As a result of their difficulty, many online instructors fail to develop a deep understanding of perceptions from students with different types of disabilities. Moreover, instructors that inherit an unawareness of perceptions from disabled students often will transition from preservice training into online classrooms without understanding online student perceptions. The purpose of this qualitative phenomenology study was to examine the lived experiences of post-secondary instructors on using 3D Holographic programming on academic performance with adults suffering from learning disabilities in an online setting. The findings revealed that the instructors noted that some successes of using 3D holographic programming for students with LD included students were able to read the text materials faster with this technology. Also, the instructors noted that many students with LD were able to keep up with the class assignments. Some of the participants felt that the instructors reported that students with LD benefits of using 3D holographic programming were that it works well in online classes and students require fewer modifications of the course materials and assignments. The findings from the instructors also revealed that the instructors noted a disadvantage with using the 3D holographic programming was that it is too expensive to use in all courses. Online education has become an important facet of higher education for many students with learning disabilities. They are attracted to online courses because the formats appear to be more accessible than traditional brick-and-mortar classes. The findings of the study could benefit online instructors across the United States to learn more about 3D technology that can benefit students with learning disabilities to increase their academic achievement in online classes. Finally, study findings could help to reduce the attrition of students with learning disabilities taking online classes, which impacts student learning and achievement. With the increasing number of colleges and universities using online education to meet the educational accessibility needs of students, higher education leaders must develop and share plans, policies, and procedures for online education in order to meet the diverse needs of students with learning disabilities.”