Accessibility and Inclusivity in Online Teaching

Coxon, A. P. M.; Aricò, Fabio; Schildt, Jeremy

doi:10.1007/978-981-15-8928-7_15

Cited by 5 publications

(2 citation statements)

References 8 publications

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“…Some participants expressed a preference for more traditional methods of learning (printed materials and face-to-face discussion), and stated they found TEL hard to engage with. With the increasing ubiquity of TEL practices (particularly in the post-pandemic context), it is important for educators to carefully consider how best to scaffold these with students' engagement and understanding (Coxon et al, 2020;Henderson et al, 2017;Schneckenberg, 2009).…”

Section: Discussionmentioning

confidence: 99%

The impact of technology enhanced learning on students with specific learning difficulties

Coxon¹,

Achtypi²,

Aricò³

et al. 2022

bpsqmip

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Higher education institutions (HEIs) are experiencing a radical uptake of technology-enhanced learning (TEL) practices. However, there is a lack of robust research exploring how the changing landscape of HEI teaching impacts students who have a specific learning difficulty (SpLD). To address this, we conducted semi-structured interviews with nine undergraduate students with SpLDs, to explore their lived experiences and perspectives on TEL in HEI. The interviews were transcribed, analysed thematically, and four key themes developed. Participants accepted TEL as part of HEI teaching but expressed that it was not always fully integrated or sensitive to students’ learning needs. Staff readiness to implement TEL was also mentioned as an element that influenced students’ learning experiences. The implications of these findings are discussed in relation to how the integration of TEL and its use by students can be improved to create a more inclusive learning environment.

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Section: Discussionmentioning

confidence: 99%

The impact of technology enhanced learning on students with specific learning difficulties

Coxon¹,

Achtypi²,

Aricò³

et al. 2022

bpsqmip

View full text Add to dashboard Cite

show abstract

“…Despite the theoretical and practical advancements in inclusive online education, empirical studies on the effectiveness of these platforms are relatively sparse (Batanero-Ochaíta et al, 2021). A systematic review by (Jose Israel Reyes et al, 2022) underscores the need for more rigorous research to evaluate the real-world impact of online learning on students with disabilities (Coxon et al, 2020). Existing studies often lack methodological rigor or fail to account for the diverse range of disabilities and learning contexts (Encuentra & Gregori, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Assessing the Effect of Online Learning Platforms in Promoting Inclusive Education for Students with Disabilities

Panggabean,

Paramansyah,

Halim

et al. 2024

IETI

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This study assesses the effectiveness of online learning platforms in promoting inclusive education for students with disabilities. Utilizing a mixed-methods approach, the research combines quantitative data from surveys with qualitative insights from interviews and document analysis. The findings indicate that platforms with comprehensive accessibility features and Universal Design for Learning (UDL) principles significantly enhance educational outcomes and satisfaction for students with disabilities. However, disparities in satisfaction among different disability groups highlight the need for more tailored accommodations. Key themes identified include accessibility, usability, support, engagement, and persistent challenges. The study concludes that while online learning platforms have made significant strides, continuous improvement and stakeholder collaboration are essential for optimizing inclusivity and educational equity.

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Enhancing experiential science learning with virtual labs: A narrative account of merits, challenges, and implementation strategies

Reyes,

Isleta,

Regala

et al. 2024

Computer Assisted Learning

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BackgroundThe adoption of virtual laboratories (VLs) has experienced a significant surge, catalysed by the global changes in the educational landscape, notably influenced by the COVID‐19 pandemic. Originally supplementary to traditional in‐person laboratory experiments, VLs swiftly transitioned into a primary source of hands‐on laboratory activities for educational institutions worldwide during the pandemic. As restrictions have eased, virtual, computer‐assisted learning platforms continue to be used, though now as a complement to, rather than a substitute for, hands‐on experimentation opportunities. However, their adoption presents both opportunities and challenges that require thorough investigation to maximize their effectiveness and equity.ObjectivesThis paper aims to provide a comprehensive overview of VL resources utilized across various scientific disciplines. It evaluates their potential to enhance traditional hands‐on laboratory activities and examines the efficacy of computer‐assisted learning platforms from a constructivist learning perspective. By doing so, the study seeks to identify best practices, challenges, and strategies for the effective integration of VLs in science education.MethodsA content analysis was conducted on literature published from 2013 to 2023, focusing on VLs in educational settings. Thematic analysis was employed to categorize the findings into three primary pillars: Merits, Challenges, and Implementation Strategies. Multiple researchers participated in the analysis to ensure reliability and consistency. To further enhance reliability, regular cross‐checks and consensus meetings were held to resolve any discrepancies and maintain the integrity of the thematic categorization. A constructivist learning perspective was used to analyse the instructional implications, focusing on active learning to evaluate alignment with educational goals, adapted teaching methods, and assessments.Results and ConclusionsThe analysis revealed that VLs offer significant benefits, including enhanced accessibility, flexibility, and opportunities for active learning. Virtual labs provide scalable, safe opportunities for inquiry‐based science learning by replicating experiments in an accessible digital environment, enhancing understanding of scientific concepts based on research demonstrations of improved learning outcomes. However, challenges such as high initial setup costs, technological barriers, and the need for effective integration with traditional curricula were also identified. Despite these challenges, VLs have the potential to complement and enhance hands‐on laboratory experiences, provided they are implemented thoughtfully and equitably. Future research should focus on improving the efficacy, accessibility, collaboration among stakeholders, and economic feasibility of VLs to maximize their educational impact.

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Accessibility and Inclusivity in Online Teaching

Cited by 5 publications

References 8 publications

The impact of technology enhanced learning on students with specific learning difficulties

The impact of technology enhanced learning on students with specific learning difficulties

Assessing the Effect of Online Learning Platforms in Promoting Inclusive Education for Students with Disabilities

Enhancing experiential science learning with virtual labs: A narrative account of merits, challenges, and implementation strategies

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