Balancing pedagogy, student readiness and accessibility: A case study in collaborative online course development

摘要: Abstract As institutions of higher education continue to roll out online courses and programs, issues undergraduate student readiness on the one hand, challenges surrounding design development pedagogically-sound experiences that are also accessible students with disabilities other, remain concern. This paper describes results a case study collaboration between Instructional Design Technology faculty Assistive Initiative (ATI) group at 4-year public institution address both these simultaneously during an course designed teach undergraduates cultivate self-discipline self-direction required become successful learners. The authors this discuss project challenges, particularly concerning accessibility, along lessons learned from process outcome perspective. share insights into creating sustainable collaborative processes for initiatives.