Using Cloud Collaboration for Writing Assignments by Students with Disabilities: A Case Study Using Action Research

Abstract

Though separated by geographical distance, a student with disabilities, his advisor, and his writing coach consorted in the Cloud using Google applications to achieve a writing goal. Our scenario demonstrates how emerging technologies can bridge transactional distance and "virtually" supplant face-to-face conferencing around a college writing assignment. Individual levels of technical acumen with digital technology evolved to bridge the psychological and communication space between the student and his instructors. As a result, the telecollaborators developed an efficient coaching process adaptable for all students who need assistance in revising college writing assignments at a distance. Action research frames our discussion of the Cloud collaboration and provides a scaffold for student autonomy. The advantages as well and disadvantages of Cloud collaboration are outlined with reference to the National Institute of Standards of Technology definition of Cloud Computing and the Seven Principles of Universal Course Design.

Electronic Mentoring Programs and Interventions for Children and Youth With Disabilities: Systematic Review

“…The e-mentoring interventions varied in their delivery format and involved 1 or more of the following: interactive websites [13,55-60], virtual environment [27,61-63], email [19,47,64-71], mobile apps [60,63,72], Skype video calls [60,73-75], and phone calls [68,71]. Overall, studies involving e-mentoring apps reported they were a feasible and helpful tool for facilitating students’ understanding [60,72]. Studies including email-based mentorship programs reported improved mentor-mentee communication [64,65,70], particularly with respect to personal, more informal communication [19,47,70].…”

“…Interestingly, the definition of mentor was used broadly across studies, particularly in what was considered a “more experienced individual.” In total, 12 studies involved a mentor who had a similar type of disability to the mentee [13,47,55,57,59,65,66,68,71,73,74,77], whereas 2 studies had mentors who were near-peers without disabilities [60,61]. Meanwhile, 7 had adult mentors without disabilities [27,62-64,67,69,70], including 3 studies that defined clinicians [56,58,76] and a writing coach [72] as mentors. Positive effects of e-mentoring were reported for all types of mentors but, given the heterogeneity of outcomes, it was not possible to compare the effectiveness of types of mentors across studies.…”

“…It is important to note that 1 study found that mentoring made no significant difference in self-efficacy, quality of life, and self-management [55]. Other improvements (not reporting significance tests) included the following: transition toward using augmentative and alternative communication devices [65]; science, technology, and mathematics learning and emotional supports [27]; persistence in science, technology, and mathematics education [63]; understanding of changes needed for school work [72]; informational, appraisal, and emotional support [75]; and understanding of colleges, majors, and admissions [77].…”

“…A mobile app was used in 2 level 4 studies for their mentoring approach for youth with cerebral palsy [72] and traumatic brain injury [60]. These interventions were feasible and acceptable to participants [60,72], helped youth to define and achieve goals [60], improved social and behavioral functioning [60], and improved understanding of school work [72].…”

“…Themes in online mentored discussions included illness impact, self-management, non-illness–related goals, hobbies and social environments, bullying, physical appearance, school, and pain management [61,75]. Overall, the qualitative findings suggest that e-mentoring is an effective method for reducing the barriers associated with face-to-face mentoring [19,62,64,65,72] and facilitating the mentor-mentee relationship, particularly through informal communication [47,64].…”