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Autor/inn/en | Heiman, Tali; Fichten, Catherine S.; Olenik-Shemesh, Dorit; Keshet, Noam S.; Jorgensen, Mary |
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Titel | Access and Perceived ICT Usability among Students with Disabilities Attending Higher Education Institutions |
Quelle | In: Education and Information Technologies, 22 (2017) 6, S.2727-2740 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1360-2357 |
DOI | 10.1007/s10639-017-9623-0 |
Schlagwörter | College Students; Educational Technology; Technology Uses in Education; Knowledge Level; Access to Computers; Student Attitudes; Teaching Methods; Conventional Instruction; Distance Education; Blended Learning; Questionnaires; Accessibility (for Disabled); Cross Cultural Studies; Learning Disabilities; Attention Deficit Hyperactivity Disorder; Gender Differences; Ethnicity; Technological Literacy; Technology Integration; Foreign Countries; Predictor Variables; Canada; Israel Collegestudent; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Wissensbasis; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Distance study; Distance learning; Fernunterricht; Fragebogen; Accessibility; Zugänglichkeit; Cultural comparison; Kulturvergleich; Learning handicap; Lernbehinderung; Geschlechterkonflikt; Ethnizität; Technisches Wissen; Ausland; Prädiktor; Kanada |
Abstract | An increasing number of students with disabilities are attending higher education. These students might face various difficulties coping with academic skills and with learning methods compared to students without disabilities. Integrating information and communication technologies (ICTs) in academic studies may be effective and constructive for students with and without various disabilities, as ICTs can provide students with adaptive ways to compensate for disabilities and enable them to improve learning. The present study examined students' knowledge of and accessibility to ICTs and it examined students' perceptions of the ICTs used by professors teaching in a face-to-face traditional postsecondary educational institute (in Canada) and a distance/blended learning higher education institute (in Israel). The sample included 309 Canadian students and 963 Israeli students who completed questionnaires regarding ICT usage, accessibility, and perceived use by professors. Findings reveal that Israeli students reported higher use and greater accessibility of ICTs and they also reported higher use of ICTs by professors. For both groups of students--those with and without LD/ADHD--accessibility to ICTs was predicted by self-reported knowledge and use of ICTs, professors' ICT use, gender and nationality. The study's findings and its implications are likely to be important for promoting access to ICTs for students with and without disabilities in both the traditional higher education modality and in distance/ blended learning contexts. (As Provided). |
Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |