Device Usage and Accessible Technology Needs for Post-Traditional Students in the e-Learning Environment

Rethinking Quality and Excellence in Teaching and Learning in Higher Education

“…This chapter therefore adds to the important debate about how universities like BCU can meet the needs and positively address the issues of a political economy of difference in their student body. More positively classified as 'post-traditional' (Aquino and BuShell 2020), these different categories of students are 'complex individuals with multifaceted and multi-layered identities' (Kasworm 2010, 16) which engrained binary labels such as 'traditional' and 'nontraditional' fail to reflect. An illustrative example of this in relation to student-hood is the idea that the 'traditional' undergraduate student is someone who studies full-time and lives away from home.…”

Analysis of the Voices of Faculty Members Carrying out Inclusive Practices Using ICT

“…Blended learning provides substantial benefits for all learners, and especially for learners with disabilities. It allows adapting teaching to the different learning styles of students (Balakrishnan & Lay, 2016), facilitates accessibility to content (Edyburn, 2011;Young & Nichols, 2017), allows greater student's participation (Aquino & BuShell, 2020), improves student's communication when working in large classrooms, while allowing them to communicate in their own language, thus adjusting to the digital reality (Attwell & Hughes, 2010), and enables faculty members to offer readings in multiple formats (i.e., printed text, digital text in PDF, editable digital text, etc. ).…”

“…Although several studies affirm that technological resources benefit all students (Edyburn, 2011;McMahon & Walker, 2019), few studies have focused on the use and effectiveness of these media in the university context, as well as on the impact they have on the learning of students with disabilities (Aquino & BuShell, 2020;Cabaleiro-Cerviño & Vera, 2020). Therefore, this paper analyses the voices of faculty members who carry out inclusive practices using information and communication technology in their teaching practices and how this impacts the learning of all students, especially those with disabilities.…”

Development of a holistic approach framework for e-learning adoption decision-making in Saudi Arabian universities

“…Users are not bound by time; the course is available 24/7 and does not require physical attendance as long as the necessary equipment is accessible [5,8,9] (3) Accessibility and higher retention access to quality education and higher retention is a signi icant bene it. The fact that instructors of the highest calibre can share their knowledge across borders allows learners to attend courses across physical, political, and social boundaries [9,10,11,12] (4) The reduced learning time studies have found e-learning reduces learning time compared to those of instructor-led learning [5,13,14,15] (5) Improve collaboration and interactivity are yet other bene its of e-learning. Technology tools make collaboration among users much more straightforward.…”

“…The technology issues required for e-learning could become a problem for the learning process since learners need to access resources such as computers, the Internet, and software. They also need to have computer skills with programs such as word processing, Internet browsers, and e-mail [4,12]. E-learning hinders the connection between the learner and the educator, that is, direct relation and human touch are lost.…”