Identifying accessibility factors affecting learner inclusion in online university programs

Fennelly-Atkinson, Rita; LaPrairie, Kimberly; Song, Donggil

doi:10.1080/01587919.2022.2141607

Cited by 3 publications

(3 citation statements)

References 20 publications

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“…The devastating global pandemic sparked campus-wide conversations about accessibility, fostering a commitment to equitable and inclusive teaching and learning (Fennelly-Atkinson et al, 2022). Our findings provided valuable perspectives for educators, institutions, and policymakers on the obstacles and advantages encountered by higher education students with disabilities in the context of online instruction.…”

Section: Discussionmentioning

confidence: 99%

“…In the United States, higher educational institutions are federally required to adopt and enforce best practices and policies aimed at effectively fostering access and retention for underrepresented populations (Campanile et al, 2022). One such population includes students with disabilities, whose equal access to education is protected by several federal legislations, including the Civil Rights Act of 1964, Title IX of 1972, revised Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act of 1990 (Fennelly-Atkinson et al, 2022). The concept of “reasonable accommodation” encompasses adjustments and modifications to instructional and/or curricular requirements to ensure full participation of students with disabilities in academic courses (Kim & Lee, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Exploring the Impact of Disabilities and Accommodation on Students’ Online Learning Experiences

Lee,

Kim

2024

J Spec Educ Technol

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This study investigates the correlation between how learners are classified in terms of disability and their perceptions of (1) the effectiveness of online instructional methods, (2) their self-efficacy levels, and (3) the accommodations they need. Conducted during the COVID-19 pandemic and subsequent lockdown, the study included 278 higher education students with disabilities who participated in an online survey, with 50 of them undergoing in-depth interviews. Using an embedded mixed methods design, the research aimed to explore participants’ experiences with online classes. Data triangulation was employed to better comprehend the adequacy of accommodations and accessibility in online learning. The findings indicate that individuals with disabilities experience diverse benefits and challenges in online learning, influenced by their specific disability classifications and social contexts in which they engage with the learning environment. Further research is necessary to gain a more profound understanding of the challenges and opportunities faced by students with disabilities in the realm of online learning.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Exploring the Impact of Disabilities and Accommodation on Students’ Online Learning Experiences

Lee,

Kim

2024

J Spec Educ Technol

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“…Evidence has shown that providing learning material in the native language of a community can increase learners' comprehension of the information, thus, affecting the knowledge acquisition and information sharing in health emergencies (Translators Without Borders, 2015). In addition, disability is an essential component of addressing inequities perpetuated by inaccessible technology-enabled environments (Fennelly-Atkinson et al, 2022). Despite the proven advantages of online learning, the accessibility of online learning materials impedes disabled learners from benefiting fully and equally (Laufer Nir and Rimmerman, 2018).…”

Section: Online Learning For Accessibility and Adaptabilitymentioning

confidence: 99%

Observations from three years of online pandemic learning response on OpenWHO

Utunen,

Appuhamy,

Attias

et al. 2023

IJILT

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PurposeOpenWHO is the World Health Organization's online learning platform that was launched in 2017. The COVID-19 pandemic led to massive growth in the number of courses, enrolments and reach of the platform. The platform is built on a stable and scalable basis that can host a large volume of learners. The authors aim to identify key factors that led to this growth.Design/methodology/approachIn this research paper, the authors examined OpenWHO metadata, end-of-course surveys and internal processes using a quantitative approach.FindingsOpenWHO metadata showed that the platform has hosted over 190 health courses in 65 languages and over seven million course enrolments. Since the onset of the pandemic, there have been more women, older people and people from middle income countries accessing courses than before. Following data analysis of the platform metadata and course production process, it was found that several key factors contributed to the growth of the platform. First, OpenWHO has a standardised course production pathway that ensures efficiency, consistency and quality. Further, providing courses in different languages increased its reach to a variety of populations throughout the world. For this, multi-language translation is achieved through a network of translators and an automated system to ensure the efficient translation of learning products. Lastly, it was found that access was promoted for learners with disabilities by optimising accessibility in course production. Data analysis of learner feedback surveys for selected courses showed that the courses were well received in that learners found it useful to complete courses that were self-paced and flexible. In addition, results indicated that preferred learning methods included videos, downloadable documents, slides, quizzes and learning exercises.Originality/valueLessons learnt from the WHO's learning response will help prepare researchers for the next health emergency to ensure timely, equitable access to quality health knowledge for everyone. Findings of this study will provide valuable insights for educators, policymakers and researchers in the field who intend to use online learning to optimise knowledge acquisition and performance.

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Learning From Online Instructional Videos Considering Video Presentation Modes, Technological Comfort, and Students Characteristics

Perry,

Azevedo,

Henricks

et al. 2024

International Journal of Human–Computer Interaction

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Identifying accessibility factors affecting learner inclusion in online university programs

Cited by 3 publications

References 20 publications

Exploring the Impact of Disabilities and Accommodation on Students’ Online Learning Experiences

Exploring the Impact of Disabilities and Accommodation on Students’ Online Learning Experiences

Observations from three years of online pandemic learning response on OpenWHO

Learning From Online Instructional Videos Considering Video Presentation Modes, Technological Comfort, and Students Characteristics

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