1 college and university students with disabilities speak out on their elearning experiences...
TRANSCRIPT
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College and University Students with Disabilities Speak Out on Their eLearning Experiences
Jennison V. Asuncion Catherine S. Fichten Joan Wolforth
Presentation at the NEADS National Conference, Ottawa, November, 2006
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Presentation Outline Presentation Outline eLearning study background Research method Findings from the student survey Conclusions Next steps More information
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Research TeamResearch TeamPartner organizations
Adaptech Research NetworkCan. Ass. of Disability Service Providers in Postsecondary Ed.NEADSDisability and Information Technology (Dis-It) Research Alliance
Team membersStudentsDisability service providersDisability activistsProfessorseLearning specialists
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eLearning Study DefinitionsDefinitions
eLearning Range of ICTs that professors use when teaching in
the classroom, online, or a combination E.g., PowerPoint, online tests, CD-ROMs, WebCT
Accessibility Ability of learners, regardless of their disability, to
easily and independently use eLearning For some learners this may require adaptive
technology
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Sample research questionsSample research questions How accessible are different types of eLearning
to students with various disabilities? What accommodations are presently being made
for students with disabilities? Are there differences between English and
French speaking institutions? What are the barriers? What are good solutions?
eLearning Study Background
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Research Method
22 key informant interviews with 5 groups Students with disabilities Campus-based disability service providers Faculty eLearning specialists on campus Postsecondary ePublishing vendors
Web based survey for 4 of 5 groups above No ePublishing vendors Recruitment: partners, email discussion lists, phone
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Research Method Web based survey
406 participants from colleges and universities All ten provinces and NWT
245 students 77 campus-based disability service providers 39 professors 45 eLearning specialists
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Findings: Students Demographics
n=245: 2/3 females, 1/3 males Mean age = 27 yr (range: 19-59) 38% college, 60% university, 2% other Every province except PEI and Territories
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Findings: Students Students’ disabilities/impairments
240 students indicated 404 impairments 44% indicated more than one disability
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Findings: Students 5 most accessible eLearning types in rank order
Email Course-related files in Word, PowerPoint etc. WebCT, BlackBoard, FirstClass, etc. Course web pages In-class presentations using PowerPoint
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Findings: Students
5 most inaccessible types of eLearning in rank order Videoconferencing Live online voice-based chat (speaking and
listening) Audio clips / files (e.g., recorded class lectures) Online content that uses Flash and CD-ROM tutorials used in class or computer labs
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Findings: Students
Question Mean At my school there is someone (at department) who makes eLearning accessible to students with disabilities (1 = disagree, 6 = agree)
4.36
Inaccessibility of eLearning in a course(s) has posed difficulties for me (1=disagree, 6=agree)
3.44
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Findings: Students
Question Mean When professors use eLearning in the classroom (e.g., PowerPoint, CD-ROMS, simulation software), it is accessible to me (1 = disagree, 6 = agree)
4.54
When professors use eLearning over the Internet (e.g., downloadable PDF files, course web pages, discussion boards), it is accessible to me (1 = disagree, 6 = agree)
4.79
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Findings: Students
Benefits of using eLearning
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Findings: Students Problems encountered using eLearning
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Findings: Students
Solutions to eLearning problems
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ConclusionseLearning has many benefits for studentsMany popular forms of eLearning are accessible
Experience varies by disability/impairment Most problems are unresolved
67% of students reported at least 1 unresolved problem! Next steps
Complete data analyses Disseminate findings Make recommendations
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More Information
Adaptech www.adaptech.org
Jennison Asuncion: [email protected] Fichten: [email protected]