Learning ecologies in online students with disabilities

Abstract

E-Learning environments are enhancing both their functionalities and the quality of the resources provided, thus simplifying the creation of learning ecologies adapted for students with disabilities. The number of students with disabilities enrolled in online courses is so small, and their impairments are so specific that it becomes difficult to quantify and identify which specific actions should be taken to support them. This work contributes to scientific literature with two key aspects: 1) It identifies which barriers these students encounter, and which tools they use to create learning ecologies adapted to their impairments; 2) It also presents the results from a case study in which 161 students with recognised disabilities evaluate the efficiency and ease of use of an online learning environment in higher education studies. The work presented in this paper highlights the need to provide multimedia elements with subtitles, text transcriptions, and the option to be downloadable and editable so that the student can adapt them to their needs and learning style. Los entornos de aprendizaje en línea están mejorando sus funcionalidades y la calidad de los recursos, facilitando que estudiantes con discapacidad puedan crear y adaptar sus propias ecologías de aprendizaje. Normalmente, el número de estudiantes con discapacidad matriculados es tan residual y sus discapacidades tan particulares, que resulta difícil identificar y cuantificar qué medidas de asistencia son relevantes para este colectivo en general. El objetivo de este trabajo es hacer entender cómo aprenden los estudiantes en entornos en línea dependiendo de su discapacidad y de las características del entorno. Consistentemente, se definen cinco ecologías de aprendizaje que son más frecuentes. Este trabajo contribuye a la literatura científica en dos aspectos fundamentales: 1) identificar qué barreras se encuentran, qué herramientas de apoyo utilizan los estudiantes online con discapacidad y cómo las combinan para formar ecologías de aprendizaje adaptadas a discapacidades específicas; 2) presentar los resultados en los que 161 estudiantes con discapacidad reconocida evalúan la eficiencia y facilidad de uso de un entorno de aprendizaje online en el ámbito universitario. Se resalta la necesidad de proveer elementos multimedia con subtítulos, transcripciones de texto, y la opción de que sean descargables y editables para que el estudiante pueda adaptarlos a sus necesidades y estilo de aprendizaje.

A Qualitative Analysis of Implementing E-Learning during the COVID-19 Lockdown

“…The intention is to produce a broader range of resources and learning tools to provide students with new forms of assistance and support [75,76]. However, it is not enough to have a range of resources because they must be organised and used in the most appropriate way by each student [77].…”

Technological Platforms for Inclusive Practice at University: A Qualitative Analysis from the Perspective of Spanish Faculty Members

“…Numerous studies have reported the challenges that students have had to overcome in order to use LMS as learning environments [30,33,34]. In this study, however, the faculty revealed the wide acceptance and use of these technologies by students, as they provide them with a better preparation and an adequate level of digital competence.…”

“…Virtual environments are improving their functionalities and the quality of materials, making it easier for students to adapt to these new learning environments; however, some studies have revealed that people with disabilities must overcome previous barriers to ensure the appropriate use of LMSs [33,34]. Thus, for example, many of the challenges faced by students with disabilities using LMSs negatively affect their quality of life in terms of stress levels, self-esteem, personal relationships, and time available for other activities [35].…”

Character Education with Setara Daring Application in Non-Formal Education

“…The results of other studies that support the use of distance learning in Spain. The results illustrate that the e-learning environment improves the functionality and quality of the resources provided, thereby simplifying the creation of a learning ecology tailored for students with disabilities (Rodrigo & Bernardo, 2020). This study involved 161 students with disabilities and 137 students (87.5%) stated that online learning resources are easier to download than offline learning sources.…”