Access and Perceived ICT Usability among Students with Disabilities Attending Higher Education Institutions

Autor/inn/en	Heiman, Tali; Fichten, Catherine S.; Olenik-Shemesh, Dorit; Keshet, Noam S.; Jorgensen, Mary
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01