Assessing the accessibility of online learning

Badge, Joanne Louise; Dawson, Emma; Cann, Alan J.; Scott, Jon

doi:10.1080/14703290801948959

Cited by 20 publications

(7 citation statements)

References 12 publications

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“…Moreover, the LD students reported higher participation in the online course in comparison to traditional ones and high interaction with the lecturer and their classmates. A striking result indicating the accessibility of online learning for disabled students was also pointed by Badge, Dawson, Cann & Scott (2008), regarding disabled students using significantly more "user control" features than the non-disabled group while actively seeking out information by selecting appropriate portions of the material (Badge et al, 2008).…”

Section: Discussionmentioning

confidence: 86%

Untitled

2015

IAFOR J Educ

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Dr Ilana Ronen earned her PhD in Science Education from Tel-Aviv University. Following five years of biochemistry research focusing on bile acid synthesis and recovery of hepatic clearance in the rat liver, she began her educational career. She headed the excellent program and the Science specialization at Kibbutzim College of Education, Technology and Arts. She established communities of learners as part of service learning and led changes in the practice of pre-service students in line with the PDS model. As a member in the science faculty she is teaching physics and chemistry courses and supervising M.Ed students who conduct research in environmental education. Her research interests including alternative conceptions in science education; emergent knowledge in communities of learners; improving science education via professional development schools access; community service learning; collaborative learning; and ICT implementation in education.

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Section: Discussionmentioning

confidence: 86%

Untitled

2015

IAFOR J Educ

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“…Adobe Flash Professional CS6 has a .swf extension and can be played in the Flash Player. The advantages of an instructional media using the Adobe Flash Professional CS6 are: flash files are small in size, all types of picture files and audio files can be inserted, animations can be controlled as desired, able to create executable files (*.exe) hence can be played in any PC without having to install anything [18]. The font of the presentation will not change in any PC.…”

Section: Resultsmentioning

confidence: 99%

Experimental Analysis of Adobe Flash CS6 Based Instructional Media Development In Accounting Subject

Suranto¹,

Ratnasari²

2019

Proceedings of the Proceedings of the 4th Progressive and Fun Education International Conference, Profunedu 2019, 6-8 August 20

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The purpose of this study is to compare the achievement of students' activeness and learning outcomes in the teaching-learning process using Adobe Flash CS6 interactive media-based multimedia compared to conventional learning in Accounting with the material on journal adjustment for Vocational Middle School students. The research method used was the quasi-experiment method with the pretest-posttest control group design. The population of this research is first year vocational middle school students. Data sampling was conducted using the purposive sampling technique for the experiment class and the controller class. The data collecting technique used was observation, test, and documentation. The analysis technique used to test the result of this research was the independent sample t-test. The result of this research showed that there is a difference in the activeness of the students' learning in the learning process using the Adobe Flash CS6 interactive media-based multimedia compared to conventional learning. The result of the t-test with the significance level of 5% showed a significant difference of 12,889 ≥ 1,994 between the experiment class and the controller class. The average rate of students' activeness from the result of the observation instrument was 51.42 for the experiment class and a lower result for the controlled class with 40.30. Furthermore, it is also proven that there is a difference in the learning outcome of learning using the Adobe Flash CS6 interactive media-based multimedia compared to conventional learning. From the result of the t-test, there was a significant difference of 14,254 ≥ 1,994. The average rate of students' learning outcome of the experiment class was 89.72, whereas the controlled room was 71.25. The gain score of the experiment class was within the high category while the controlled class was within the moderate category.

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“…With regard to the efficacy of multi-modal assistive technologies for students with dyslexia, the evidence is limited and contradictory (Badge, Dawson, Cann, & Scott, 2008). Some authors have supported their use, suggesting benefits for both dyslexic and nondyslexic students (Day & Edwards, 1996;Griffin & Pollak, 2009).…”

Section: Specific Resources and Adjustments For Students With Dyslexiamentioning

confidence: 96%

Participation and experiences of students with dyslexia in higher education: a literature review with an Australian focus

MacCullagh

2014

Australian Journal of Learning Difficulties

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Assessing the accessibility of online learning

Cited by 20 publications

References 12 publications

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Experimental Analysis of Adobe Flash CS6 Based Instructional Media Development In Accounting Subject

Participation and experiences of students with dyslexia in higher education: a literature review with an Australian focus

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