E-learning and accessibility: An exploration of the potential role of generic pedagogical tools

Tai-Seale, Ming; Cooper, Martyn

doi:10.1016/j.compedu.2009.10.017

Cited by 72 publications

(41 citation statements)

References 20 publications

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“…However, online learning may also exclude students with a disability if it is not thoughtfully designed to be mindful of their accessibility needs (Fichten et al 2000(Fichten et al , 2001McFarland and Fuller 2001). For example, use of online learning can pose problems for students with learning, visual and neuromuscular disabilities if it impairs their ability to use adaptive software capable of screen magnification, screen reading and dictation (Burgstahler, Corrigan, and McCarter 2004, p. 234;Seale andCooper 2010, p. 1108).…”

Section: Disabilitymentioning

confidence: 99%

Supporting law students’ skills development online – a strategy to improve skills and reduce student stress?

Hewitt

Stubbs

2017

Research in Learning Technology

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Law students internationally suffer from a high level of psychological distress compared with the general and student populations, and anecdotal evidence suggests that students developing skills without adequate support experience significant stress and anxiety. This article considers an initiative at one Australian law school to develop a degree-wide structured online skills development programme as a means to both improve student skills acquisition and reduce student stress. The project implements, through the use of learning technology, the principles proposed by McKinney for making small changes to law school teaching, informed by self-efficacy theory, which can have powerful results.

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Section: Disabilitymentioning

confidence: 99%

Supporting law students’ skills development online – a strategy to improve skills and reduce student stress?

Hewitt

Stubbs

2017

Research in Learning Technology

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“…Pedagogical tools therefore not only make links between theory and practice, they help teachers move from the potentially abstract to the concrete" (Seale & Cooper, 2010, p. 1110 …”

Section: A Systems Technological Pedagogical Reasoning Processmentioning

confidence: 99%

Expanding teachers’ technological pedagogical reasoning with a systems pedagogical approach

Niess

Gillow-Wiles

2017

AJET

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A systems approach provides insight for expanding teachers’ pedagogical reasoning for integrating multiple technologies in inquiry, communication, and collaboration. An online learning trajectory supports the integration of a systems pedagogical approach for guiding teachers in developing their technological pedagogical thinking and reasoning so they in turn are able to implement a systems pedagogical approach with their own students. Specific instructional strategies guide teachers in refining their mental models for integrating multiple technologies in teaching mathematics through their increasingly complex technological pedagogical understanding as they learn about the technologies and teaching with those technologies. This study focuses on the impact that a system of multiple technologies as pedagogical tools has on teachers’ technological pedagogical reasoning as they integrate multiple technologies in their classrooms. A systems pedagogical understanding is at the core of teachers’ enhancement of their technological pedagogical reasoning, and supports the transformation of their knowledge called technological pedagogical content knowledge.

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“…Guidance for learning should also be supported by scaffolding (Seale & Cooper, ). Scaffolding refers to the provision of sufficient support and coaching to promote http://en.wikipedia.org/wiki/Learning when http://en.wikipedia.org/wiki/Concept and http://en.wikipedia.org/wiki/Skill are first introduced, followed by a gradual withdrawal of support as the learner progresses and begins to assume an increasingly independent role.…”

Section: Provide Learning Guidancementioning

confidence: 99%

High engagement, high quality: A guiding framework for developing empirically informed asynchronous e‐learning programs for health professional educators

Sinclair

Levett‐Jones

Morris

et al. 2017

Nursing & Health Sciences

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E-learning involves the transfer of skills and knowledge via technology so that learners can access meaningful and authentic educational materials. While learner engagement is important, in the context of healthcare education, pedagogy must not be sacrificed for edu-tainment style instructional design. Consequently, health professional educators need to be competent in the use of current web-based educational technologies so that learners are able to access relevant and engaging e-learning materials without restriction. The increasing popularity of asynchronous e-learning programs developed for use outside of formal education institutions has made this need more relevant. In these contexts, educators must balance design and functionality to deliver relevant, cost-effective, sustainable, and accessible programs that overcome scheduling and geographic barriers for learners. This paper presents 10 guiding design principles and their application in the development of an e-learning program for general practice nurses focused on behavior change. Consideration of these principles will assist educators to develop high quality, pedagogically sound, engaging, and interactive e-learning resources.

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E-learning and accessibility: An exploration of the potential role of generic pedagogical tools

Cited by 72 publications

References 20 publications

Supporting law students’ skills development online – a strategy to improve skills and reduce student stress?

Supporting law students’ skills development online – a strategy to improve skills and reduce student stress?

Expanding teachers’ technological pedagogical reasoning with a systems pedagogical approach

High engagement, high quality: A guiding framework for developing empirically informed asynchronous e‐learning programs for health professional educators

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