The result of the semester’s macro research review project as it applies to access, equity, and ethics in the preparation of teachers of the visually impaired and orientation & mobility specialists through distance education.

Requirements:

Discuss a macro-level Distance Education (DE) issue relevant to your area of interest via a literature review. Examine the research problem, methodology, and implications of the study in relation to current practices and opportunities in DE for marginalized learners.

Supporting Master Adaptive Learning Technology

The article I reviewed, “Distance Education in the Preparation of Teachers of the Visually Impaired and Orientation and Mobility Specialists” by Ajuwon and Craig (2007), explores how online learning can address the nationwide shortage of educators trained to support blind and visually impaired (BVI) students. The research centers around “Project DIVERSE,” a distance education program at Missouri State University designed to prepare educators as TVIs and O&M instructors. Participants engaged in both online coursework and an in-person, blindfolded empathy training. The study found significant gains in educator competencies, highlighting how DE can both increase access to specialized training and improve outcomes for underserved populations.

This research supports the core tenets of my goal to master adaptive learning technology by showing how remote learning environments can personalize educator preparation and scale reach to rural areas. It also demonstrates how experiential learning, through blended approaches, can be effectively integrated into digital frameworks. Data-driven improvements in competency (via pre- and post-tests) offer a clear alignment with the feedback loops critical to adaptive systems. Ultimately, this project illustrates how intentional design of distance education can contribute to more equitable, responsive, and adaptive teaching and learning experiences.