Rebecca Graetz, Ed.S.

Inver Hills Community College created a Task Force to analyze accessibility in online courses. Introduction to Algebra (MATH0840) and Intermediate Algebra (MATH0940) are offered online and are developmental mathematic courses. Viewings videos are required for these courses. Open captioning for videos was implemented in the academic year Quality Matters (2013) Standard 8.2 states, “The course contains equivalent alternatives to auditory and visual content.”

Open Captions – same as subtitles Closed Captions – captions can be turned on and off Quality Matters - faculty-centered, peer review process that is designed to certify the quality of online and blended courses Developmental – or remedial – needing special help to improve on a particular subject Correlation – the relationship between things that happen or change together

Action research (Stringer, 2007) is a systematic approach to investigation that enables people to find effective solutions to problems they confront in their everyday lives. Limitation: influences beyond a researchers control. Delimitation: define the parameters of study by researcher.

The purpose of this action research study is to analyze the implementation and measure the impact of using open captioning in videos that are required viewing for students in two online and hybrid developmental Math courses at Inver Hills Community College.

Is there a correlation between students viewing required videos for Introduction to Algebra and Intermediate Algebra delivered online that are open captioned? Does open captioned videos available for viewing lead to success in passing the course?

Limitations of this study are the sample size of participants in the study, as well as the area of developmental online Mathematic courses as well as knowing if a student actually viewed the open captions of the video. Delimitations for this study are that it is limited to community colleges and developmental online Mathematic courses that use required viewing of videos.

Inver Hills Community College is working on accessibility for all students. This is a pilot project that will be analyzed and promoted on campus as an example of how closed captioning in a course that is QM approved can benefit students. It will also be shared at the state level with Minnesota State Colleges and Universities as they prepare policy implementation on creating online accessible courses for all students. National Repository of Online Courses (NROC)

There are few studies available as to how open/closed captioning and the learning a foreign language can enhance student learning. Mathematicians often times compare the study of math to the study of a foreign language. Markham (1989) achieved significant results for captions in beginning student of English as a second language (ESL); however, rather small cell sizes, mostly in the low teens, warrant replication.

Poore-Pariseau (2011) stated “Moving forward, all postsecondary institutions must address this growing need of accessibility for economic, ethical as well as legal reasons and can do so by implementing regular faculty training about the principles of universal design for learning”. Poore-Pariseau (2011) further stated “The quantitative data addressing this question did not support a statistically significant correlation between knowledge of the principles of UDL and the importance placed on designing accessible courses. Despite this result, the qualitative evidence presented did support the hypothesis”.

Gawlick (2009) stated “Our second major finding was the high use of written help tutorials. In interviews students commented favorably on the help system. However, the relative value of written and video helps was unclear. By comparing mean scores between students from a previous semester who did not have access to video help tutorials, it could not be determined students performed better with the videos. However, the percentages of students whose scores improved after using video help tutorials were greater than those who used the written help tutorials. Video help tutorials were beneficial for some students, but not all. Although the number students who benefited from the video help tutorials may be small, any increase in student achievement is desired from both students and educators”.

Anderson, Terrazas & Slabin (2009) stated “Further research exploring modifications to standard captions is needed to provide developers with evidence-based guidelines on how these options can be used to enhance meaningful learning and improve academic achievement”. National Repository of Online Courses (NROC) Caption Sync Technologies

The methodology for this action research project is to collect post archival quantitative data and analyze the correlation between the implementation of open captioned videos and student success. Descriptive statistics analyzing pre-test and post-test will used. Quantitative data will be provided by the Office of Institutional Research at Inver Hills Community College for MATH0840 (Introduction to Algebra) and MATH0940 (Intermediate Algebra) from the academic year and again from the academic year Blind data will be obtained from ISRS which is the database in which students grades are officially housed. Other data will be obtained from Desire2Learn. Desire2Learn is the learning management system used by Inver Hills Community College.

The subjects for this action research study are students who were enrolled in online in Introduction to Algebra and Intermediate Algebra at Inver Hills Community College during the academic year and Approximately 160 students be participants in this project. Because of the delivery of the course, there is no “face” to the students. Ethnicity and learning ability are not disclosed.

For this pilot project, the credibility and conformability will come from the means in which data is collected. Transferability will be means in which other community colleges will use the data to promote accessibility in all courses throughout a college system. The standardized assessment for passing the course is the same test will be use for both academic years which will define whether a student successfully passes with a 70% grade for Introduction to Algebra and Intermediate Algebra.

IRB Application to Inver Hills Community College – January 2014 Finish Chapters March 2014 Collect Data – July 2014 Finish Chapters 4-6 August 2014 Final Defense – September 2014 Commencement – October 2014 – Dr. Rebecca Graetz

2014 Roadmap to Web Accessibility in Higher Education. (2013). 3Play Media. Anderson-Inman, L., Terrazas-Arellanes, F. E., Slabin, U. (2009) Supported eText in Captioned Videos: A Comparison of Expanded Versus Standard Captions on Student Comprehension of Educational Content. Journal of Special Education Technology. 24(3). Proquest Education Journals. Center for Applied Special Technology. (2010). What is Universal Design for Learning? Retrieved from Gawlik, C. L. (2009). Making Effective Video Tutorials: An Investigation of Online Written and Video Help Tutorials in Mathematics for Preservice Elementary School Teachers. (Unpublished doctoral dissertation). Kansas State University, Manhattan, KS.

Markham, P. L. (1989) The effects of captioned television videotapes on the listening comprehension of beginning, intermediate, and advanced ESL students. Educational Technology, 29 (10), Quality Matters. (2013). Retrieved from Poore-Pariseau, C. L. (2011). Principles of Universal Design for Learning: What is the Value of UDL Training on Accessible Pedagogy?.(Unpublished dissertation ). Capella University; Minneapolis, MN.