Echoing the voices of SWVIs under Covid-19 inspired online learning

Abstract

With the kind of interruption caused by the COVID-19 pandemic, many higher institutions, including the University of Ghana, swiftly shifted their engagements online which might have come with its setbacks. In view of that, this phenomenographic design study sought to investigate and document the qualitatively different perspectives of thirteen students with visual impairments (SWVIs) as they transitioned and studied fully in an online space. The experiences of the SWVIs were captured in five themes that emerged from the analysis of the field data. The five themes are pre-COVID-19 academic experiences, [initial] reaction to online shift, preparation towards online shift, coping mechanisms in fully online learning spaces and preferred post-COVID-19 learning space. In the end, the SWVIs expressed more challenges with online learning than benefits and opted for a switch to the face-to-face mode post-COVID-19. Consequently, the study recommends inter alia, training for students and faculty to build sustainable online relationships; deployment of participatory technologies to build learner autonomy; and the need for the University to craft a policy of inclusiveness which embeds ‘ubuntu’ (common humanity) and human awareness to reverse inequalities among its students.

Exploring strategies for including visually impaired students in online learning

“…This assertion is corroborated by researchers (e.g. Amponsah 2021;Ferati et al, 2016;Singleton & Clark, 2013). This reality portrays how VIS have been left out of online education due to the pandemic and the need for emergency education models to perpetuate education amid the social/physical distancing and other COVID-19 protocols.…”

“…The available literature on online learning rarely touches on the experiences of VIS learning online (Amponsah, 2021). This is reflected in this current study as the views of faculty on the phenomenon were rather generic than on the cohort whose issues are of interest to this current study.…”

“…However, availability does not necessarily implicate or guarantee accessibility and usability (Agangiba & Agangiba, 2019;Amponsah, 2021;Bohnsack & Puhl, 2014;Ferati et al, 2016;Leporini & Paterno, 2004;Singleton & Clark 2013). The findings reveal several important challenges regarding accessibility.…”

“…However, there is no record of how visually impaired students (VIS) have been or are being included in online learning. Apart from a study (Amponsah, 2021) that focuses on the experiences of visually impaired students engaged in online learning, the few other related studies (e.g. Ampratum et al 2016;Asamoah et al, 2018;Mamah et al, 2011;Odame et al, 2019) examined the experiences of such learners in conventional classrooms.…”

Online learning experiences of adult applicants to a university in Ghana during the Covid-19 outbreak

“…There are also issues of inclusivity in the ownership of electronic devices for online learning in Ghana. More males own devices than females while people with visual impairments have difficulty learning online ( Amponsah, 2021 ).…”