A Black Swan in a Sea of White Noise: Using Technology-Enhanced Learning to Afford Educational Inclusivity for Learners with Asperger's Syndrome.

Inhalt

Literaturnachweis - Detailanzeige

Trefferliste

Autor/Urheber	James McDowell
Institution	Cogitatio
Titel	A Black Swan in a Sea of White Noise: Using Technology-Enhanced Learning to Afford Educational Inclusivity for Learners with Asperger's Syndrome.
Quelle	In: 2183-2803; doi:10.17645/si.v3i6.428; Social Inclusion, Vol 3, Iss 6, Pp 7-15 (2015)(2015) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.17645/si.v3i6.428
Schlagwörter	Asperger's Syndrome; autistic spectrum; computer-mediated communication; collaborative learning; technology-enhanced learning; Sociology (General); HM401-1281
Abstract	Against a backdrop of increasingly vocation-focussed course provision within higher education, of widening participation initiatives intended to promote greater inclusion for learners affected by learning difficulties, and of moves towards greater use of social and collaborative forms of learning, this paper discusses the case of an undergraduate Computing student affected by Asperger's Syndrome (AS).While there is recognition in the literature of problems associated with face-to-face dialogue for persons affected by AS, there is a paucity of research both into the experience of students in higher education, and around the issue of participation in group-work activities increasingly found in creative aspects of computing. This paper highlights a tension between moves towards collaborative learning and UK disabilities legislation in relation to learners with AS. Employing a qualitative case-study methodology, the investigation revealed how a technology-enhanced learning intervention afforded an AS-diagnosed learner greater opportunities to participate in group-work in a higher education context. The findings suggest that not only can computer-mediated communications afford AS-diagnosed learners opportunities to participate meaningfully in group-work, but also that the learner demonstrated higher levels of collective-inclusive versus individual-exclusive phraseology than neurotypical peers, thereby challenging assumptions around participation in collaborative learning activities and assimilation of peer-feedback.
Erfasst von	BASE - Bielefeld Academic Search Engine