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Although academia has been transitioning to more virtual instructional methods for some time, the COVID-19 pandemic has made switching to remote classrooms a necessity. As a result, many instructors have been required to convert their traditionally face-to-face courses into online courses for the Fall 2020 semester. This online instructional mode presents opportunities and challenges alike for creating class content that is accessible both to students with disabilities and students with situational barriers, such as stress, money, or technology resources. This study explores how Utah State University English instructors implemented accessibility strategies in the transition to more remote learning during the Fall 2020 semester. Research was conducted through a survey and interviews with English instructors along with content analysis of informational accessibility materials available to instructors during this conversion. Findings will help inform decisions about online course accessibility made by other teachers and universities both during the coronavirus pandemic and in virtual education at large.


Utah State University

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English Language and Literature

Teaching Through a Screen: How USU English Instructors Approached Online Course Accessibility During COVID-19