Addressing Accessibility Barriers in Online Learning: A DDR Model Use Study Augmenting the R2D2/C3PO Model
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Authors
Soto, Brenda
Issue Date
2025-08
Type
Dissertation
Language
en
Keywords
Instructional Design , Accessibility Strategies , Online Learning
Alternative Title
Abstract
Creating accessible online courses starts with accessibility in mind, but addressing barriers to online learning represents a challenge for educators. The problem addressed in this study is that online educators and instructional designers experienced challenges with accessibility guidelines and their application when creating usable, accessible, and inclusive online courses due to limited and differing guidance at various levels. The purpose of this qualitative design and development model use case study was to enhance the existing R2D2/C3PO instructional design model by integrating accessibility strategies across all eight model components. The study involved 10 participants: six instructional designers and four accessibility experts. A purposeful sampling technique was used, supplemented by snowball sampling and an internet volunteer sample. An iterative three-phase approach—analyze, design, development, and evaluation, was implemented to address the three research questions. Data collection occurred iteratively among these phases through document analysis, semi-structured interviews, and a model accessibility enhancement questionnaire. The iterative analysis was conducted using NVivo and included a deductive thematic analysis using a predetermined list of start codes, an inductive thematic analysis, and a descriptive analysis using Excel for the ranking. The enhanced R2D2/C3PO/A model was iteratively developed and refined using expert feedback from the data collection and the themes generated. A final focus group and a nominal group technique were utilized to validate the model. The results indicated that a revised version of the R2D2/C3PO model, augmented to the R2D2/C3PO/A model, was successfully created, incorporating accessibility strategies for each model component. The experts' perspectives were pivotal in defining these strategies, which were further validated through a focus group and nominal group technique. The final model provides practical, actionable steps for integrating accessibility into the instructional design process and addressing many learner needs. This study's findings have significant implications for improving accessibility in various educational contexts, including K-12, higher education, and corporate training. The R2D2/C3PO/A model offers institutions a framework for embedding accessibility throughout the course development process, with recommendations for professional development. The recommendations for future research include exploring this model in real-world course design, gathering learner feedback, particularly from individuals with disabilities, to assess its effectiveness in removing barriers.