Literaturnachweis - Detailanzeige
Autor/inn/en | Cain, Melissa; Fanshawe, Melissa |
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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 |
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 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 |