Attitudes Toward Using E-Courseware in A Flipped Classroom Teaching And Learning Approach of Suranaree University of Technology Students in The Application Of Biotechnology In Crop Production Course

The emergence of the metaverse is being widely viewed as a revolutionary technology owing to a myriad of factors, particularly the potential to increase the accessibility of learning for students with disabilities. However, not much is yet known about the views and expectations of disabled students in this regard. The fact that the metaverse is still in its nascent stage exemplifies the need for such timely discourse. To bridge this important gap, we conducted a series of semi-structured interviews with 56 university students with disabilities in the United States and Hong Kong to understand their views and expectations concerning the future of metaverse-driven education. We have distilled student expectations into five thematic categories, referred to as the REEPS framework: Recognition, Empowerment, Engagement, Privacy, and Safety. Additionally, we have summarized the main design considerations in eight concise points. This paper is aimed at helping technology developers and policymakers plan ahead of time and improving the experiences of students with disabilities. CCS CONCEPTS• Human-centered computing → Accessibility; • Applied computing → Interactive learning environments.

show abstract

Attitudes Toward Using E-Courseware in A Flipped Classroom Teaching And Learning Approach of Suranaree University of Technology Students in The Application Of Biotechnology In Crop Production Course

Cited by 2 publications

References 2 publications

Expectations of primary school teachers on e-courseware support teaching: An evidence from Vietnam

Expectations of primary school teachers on e-courseware support teaching: An evidence from Vietnam

Student Barriers to Active Learning in Synchronous Online Classes: Characterization, Reflections, and Suggestions

Contact Info

Product

Resources

About