Dyslexic students in higher education and virtual learning environments: an exploratory study

Habib, Laurence; Berget, Gerd; Sandnes, Frode Eika; Sanderson, Norun; Kahn, Peter; Fagernes, Siri; Olcay, Atınç

doi:10.1111/j.1365-2729.2012.00486.x

Cited by 44 publications

(36 citation statements)

References 40 publications

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“…Therefore, they claimed that such tools are not accessible for users with dyslexia. Similarly, Habib et al [33] found that users with dyslexia shun search functions of virtual learning environments which do not tolerate typological or spelling mistakes.…”

Section: Accessibility Of Resource Discovery Toolsmentioning

confidence: 99%

A Case for Adaptation to Enhance Usability and Accessibility of Library Resource Discovery Tools

Beyene

Ferati

2017

Universal Access in Human–Computer Interaction. Design and Development Approaches and Methods

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Abstract. Library resource discovery tools (RDTs) are the latest generation of library catalogs that enable searching across disparate databases and repositories from a single search box. Although such "Google-like" experience has been applauded as a benefit for library users, there still exist usability and accessibility problems related to the diversity of user goals, needs, and preferences. To better understand these problems, we conducted an extensive literature review and in this process, we initially grouped issues into three categories: interface, resource description, and navigation. Based on these categories, we propose adaptation as an alternative approach to enhance the usability and accessibility of RDTs. The adaptations could be conducted on three levels pertaining to categories of issues found, namely: interface, information, and navigation level. The goal of this paper is to suggest how the process of adaptation could be considered to improve usability and accessibility of RDTs.

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Section: Accessibility Of Resource Discovery Toolsmentioning

confidence: 99%

A Case for Adaptation to Enhance Usability and Accessibility of Library Resource Discovery Tools

Beyene

Ferati

2017

Universal Access in Human–Computer Interaction. Design and Development Approaches and Methods

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“…Studies have also been conducted on accessibility of LMSs (Habib, et al, 2012;Woodfine, et al, 2008;Ulbricht, et al, 2012). Most of these studies focus on accessibility of one particular LMS in relation to users with specific disabilities, such as dyslexia (Habib, et al, 2012), hearing or visual impairments (Kyun, et al, 2007;Debevc, et al, 2012;Ulbricht, et al, 2012).…”

Section: Related Workmentioning

confidence: 99%

“…Most of these studies focus on accessibility of one particular LMS in relation to users with specific disabilities, such as dyslexia (Habib, et al, 2012), hearing or visual impairments (Kyun, et al, 2007;Debevc, et al, 2012;Ulbricht, et al, 2012). For example, Habib, et al, (2012) have targeted students with dyslexia in higher education and identified several challenges associated with the use of Fronter based on an in-depth interview of 11 informants. The challenges include information overload, imperfect word processing tools, inadequate search functions, and having to relate to more than one system at a time.…”

Section: Related Workmentioning

confidence: 99%

Heuristic evaluations of the accessibility of learning management systems (LMSs) as authoring tools for teachers

Chen

Sanderson

Kessel

et al. 2015

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With the development of e-education and e-society it is important for information and communication systems and services to be equally accessible to all users, including people with disabilities. Learning management systems (LMSs) are becoming a necessity in higher education and making them accessible to all users, both students and teachers, is crucial. Existing studies on accessibility of LMSs mostly focus on students and their access to learning materials. Very few studies have focused on the accessibility of LMSs for teachers who are responsible for using LMSs to create accessible contents for students. This paper presents the heuristic evaluations of two learning management systems (Fronter and Sakai) focusing on their accessibility from teachers' perspective. Based on universal design principles and guidelines we aim to identify accessibility issues and to propose possible improvements. The Authoring Tool Accessibility Guidelines (ATAG) 2.0 were adopted in the heuristic evaluations and qualitative data have been collected. We have also compared the findings from the evaluations of Fronter and Sakai, as well as Moodle, an open source LMS which was evaluated in our previous heuristic evaluation. The analysis of the data shows that the level of conformance of the systems to the ATAG2.0 guidelines is very low and many issues needs to be solved for them to be fully accessible for teachers with disabilities. IntroductionThe transformations in higher education in developed countries over the past few years impose the need to introduce information and communication technologies (ICT). ICT systems are expected to strengthen the learning environments and therefore should be accessible to all users, including people with disabilities. Promoting the accessibility to ICT systems and services is required by the U.N. Convention on the Rights of Persons with Disabilities in countries that ratified this convention. According to the United Nations' fact sheet, around 10 percent of the world population lives with a disability. The International Labor Organization (ILO) estimates that 386 million of the world's working-age people have some kind of disability. The Norwegian Labor Market Supplementary Survey on persons with disabilities shows that the percentage of persons with disabilities in teaching positions amongst persons with disabilities in the work force is higher than the percentage of persons in teaching positions amongst the total work force. In 2013, 11.1 percent of persons with disabilities in the work force were employed in teaching positions, which is 2.5 percent higher than the percentage of persons in teaching positions amongst the total work force. The survey also shows that this difference increased in the two previous years, from 1.6 in 2011 to 1.9 in 2012(Bø and Håland, 2013. Therefore, it is crucial that ICT systems used by teachers should be accessible.Learning management systems (LMSs) are becoming a necessity in higher education and making them accessible to all users, both students and teachers, is c...

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“…In e-readers it is possible to have a larger font of letters, fewer words per line, greater spacing between lines, and control of screen brightness. On the other hand, in a study on the use of virtual learning environments (AVAs) 23 , with dyslexic undergraduate students, some preference for paper text was identified through interviews. Some dyslexics preferred to read the text on paper because it was easier to mark the important passages.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In the 21 related scientific articles 3,[5][6][7][8][9][10][11][12][13][14][15][16][17][18][19][21][22][23][24][25] published between 2010 and 2015, some aspects regarding the use of ICTs applied to dyslexia were suggested: type and font size; more suitable color variations in the screens that favor reading; control in the time of execution of the activities; text-to-speech conversion to be able to listen to the read text itself; phonological and multisensory resources to stimulate phonological awareness and spelling, besides interactive multimedia instruments as well as more appropriate characteristics of technology.…”

Section: Literature Reviewmentioning

confidence: 99%

Tecnologias da Informação e da Comunicação (TIC) aplicadas à dislexia: revisão de literatura

Cidrim

Madeiro

2017

Rev. CEFAC

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The current paper aims to present an integrative literature review of scientific articles published in national and international journals, approaching the use of information and communication technology (ICT) such as computers, tablets, iPad's, mobile phones, e-readers, virtual reality and virtual learning environments, applied to dyslexia. The database consists of scientific articles published between 2010 and 2015, from the following platforms: Science Direct/Elsevier, SciELO -Scientific Electronic Library Online, MedLine -Medical Literature Analysis and Retrieval and Portal de Periódicos da CAPES. Scientific articles were selected, corresponding to 20 international (95.23%) papers and 1 national (4.77%) paper. The works considered in the present paper in general aim at the development and application of technological instruments that can minimize the difficulties by dyslexics in reading and writing learning. Due to shortage of articles published in Brazil, there is a need for more studies on this topic in view of the benefits of ICT within evaluation and intervention in dyslexia observed in international articles. Keywords: Dyslexia; Technology; Software RESUMO O objetivo deste estudo é apresentar uma revisão integrativa da literatura, contemplando artigos científi-cos publicados em periódicos nacionais e internacionais que abordam o uso das tecnologias da informação e da comunicação (TIC), tais como computador, tablets, iPads, mobile phones, e-readers, realidade virtual e ambiente virtual de aprendizagem, aplicadas à dislexia. A base de dados escolhida para este estudo foi constituída de artigos científicos publicados no período de 2010 a 2015, a partir das seguintes bases eletrônicas de dados: Science Direct/Elsevier, SciELO -Scientific Electronic Library Online, MedLine -Medical Literature Analysis and Retrieval e o Portal de Periódicos da CAPES. Foram selecionados para este estudo 21 artigos científicos, sendo 20 (95,23%) artigos internacionais e um (4,77%) artigo nacional. Os trabalhos contemplados, no presente estudo, em geral, visam a construção e aplicação de instrumentos tecnológicos que possam vir a minimizar as dificuldades do disléxico no âmbito da aprendizagem da leitura e da escrita. Em meio à escassez de artigos publicados no Brasil, verifica-se a necessidade de mais estudos sobre essa temática, tendo em vista os benefícios das TIC no âmbito da avaliação e intervenção em dislexia constatados em artigos internacionais.

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Dyslexic students in higher education and virtual learning environments: an exploratory study

Cited by 44 publications

References 40 publications

A Case for Adaptation to Enhance Usability and Accessibility of Library Resource Discovery Tools

A Case for Adaptation to Enhance Usability and Accessibility of Library Resource Discovery Tools

Heuristic evaluations of the accessibility of learning management systems (LMSs) as authoring tools for teachers

Tecnologias da Informação e da Comunicação (TIC) aplicadas à dislexia: revisão de literatura

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