This applied dissertation examined higher education faculty members’ experiences teaching underprivileged and disabled students in remote learning environments. The purpose of the study was to explore how instructors navigated challenges related to accessibility, engagement, technological barriers, and institutional support while delivering instruction online. Using a transcendental phenomenological approach, the researcher conducted semi-structured interviews with five faculty members from a public undergraduate institution in Florida. Findings revealed four major themes: (a) persistent inequities in technology access and home learning environments, (b) the necessity of instructional flexibility and adaptive teaching strategies, (c) inconsistent institutional communication and limited accessibility infrastructure, and (d) the central role of human connection and instructor presence in fostering student engagement. Faculty described navigating the digital divide and homework gap, accommodating disabilities within limited technological systems, and employing Universal Design for Learning strategies to enhance accessibility and responsiveness. The results indicated that building supportive online learning environments require more than technological tools; it required empathy, communication, and intentional design. Implications of the study include the need for stronger institutional training, clearer accessibility policies, expanded student technology support, and professional development focused on inclusive online instruction. These findings may inform institutional decision making, improve faculty preparedness, and support more equitable remote learning experiences for underprivileged and disabled students.
| Date of Award | Jan 1 2025 |
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| Original language | English |
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| Supervisor | Susanne Flannelly (Supervisor), Karen Kill (Advisor) & Kimberly Durham (Advisor) |
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