Expectations for Success: Auditing Opportunities for Students with Print Disabilities to Fully Engage in Online Learning Environments in Higher Education

Autor/inn/en	Cain, Melissa; Fanshawe, Melissa
Titel	Expectations for Success: Auditing Opportunities for Students with Print Disabilities to Fully Engage in Online Learning Environments in Higher Education
Quelle	In: Australasian Journal of Educational Technology, 37 (2021) 3, S.137-151 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cain, Melissa) ORCID (Fanshawe, Melissa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	College Students; Visual Impairments; Blindness; Dyslexia; Educational Technology; Technology Uses in Education; Student Needs; Barriers; Printed Materials; Assistive Technology; Foreign Countries; Access to Education; Online Courses; Learner Engagement; Interpersonal Relationship; Behavior; Cooperation; Emotional Response; Inclusion; Australia + Suchen Sie Ihr Suchwort? Collegestudent; Visual handicap; Sehbehinderung; Blindheit; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Online course; Online-Kurs; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Co-operation; Kooperation; Emotionales Verhalten; Inklusion; Australien
Abstract	The rapid digitalisation of learning has had demonstrable impacts on access to education for students with a print disability. In higher education contexts, learning management systems (LMS) have become the predominant method for distributing content. This conceptual article addresses how students with print disabilities such as vision impairment, blindness, dyslexia, and visual fatigue experience their education through online engagement. Using Redmond et al.'s (2018) online engagement framework for higher education, the authors analyse the cognitive, social, emotional, behavioural, and collaborative needs and expectations of these learners. This article provides a contemporary picture of the barriers students with print disabilities currently encounter and the possibilities for access available through the use of accessible and assistive technologies. Recommendations for equitable access, including a range of actionable strategies, are provided to assist teacher educators, higher education providers, higher education disability support advisors, and LMS designers. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01