Mark's Story: A disabled‐student's case study in distance education

Walker, Judi

doi:10.1080/0158791890100213

Cited by 2 publications

(2 citation statements)

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“…Indeed, a sense of control was associated with SWD's wellbeing (Owusu-Ansah et al, 2012). Because SWD need to deal with difficulties associated with their disabilities, which are often out of their control, having a sense of control may be especially important for their wellness (Owusu-Ansah et al, 2012;Walker, 1989). Further research is needed to distinguish how these advantages are experienced in students with and without disabilities.…”

Section: Discussionmentioning

confidence: 99%

“…This was particularly important to SWD, as they manage their disabilities in their daily life, which are often out of their control. The accessibility and flexibility of online learning allow them to study while managing their symptoms and other life commitments (Owusu-Ansah, Agyei-Baffour & Edusei, 2012;Walker, 1989). worker, going to lecturers would be difficult.…”

Section: Theme 1: Having Control Over Studies As An Advantage Of Onlimentioning

confidence: 99%

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Towards another kind of borderlessness: online students with disabilities

et al. 2019

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Online learning is crucial to success for higher education institutions. Whilst the existing literature predominantly focused on its economic advantages, we focused on its inclusivity. At an online learning unit of a UK university, the number of students with disabilities (SWD) is three times higher than the national average. Having a degree makes significant financial and psychological differences in the lives of SWD. Though recent literature focused on inclusivity of online learning, an appraisal of firsthand experience of SWD studying online is a missing perspective. Accordingly, we aimed to explore their experience, using thematic analysis of semi-structured interviews involving ten SWD. Three themes emerged: i) having control over studies as an advantage of online learning, ii) personal touch helps SWD's online learning, and iii) challenges SWD experience with the social element of online learning. Our findings will help to develop the inclusivity of online learning to a new level.

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Section: Discussionmentioning

confidence: 99%

Section: Theme 1: Having Control Over Studies As An Advantage Of Onlimentioning

confidence: 99%

Towards another kind of borderlessness: online students with disabilities

et al. 2019

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Disability, Chronic Illness, and Distance Education

Newell

Debenham

2009

Encyclopedia of Distance Learning, Second Edition

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Distance education may be seen as both enabling and disabling in its application to, and relationship with, people with disability and chronic illness. Cutting edge work suggests that it can provide a suitable route to support the studies of students with disabilities and those with long-term health problems. However it is important that this should be regarded in terms of providing choice to students rather than requiring those who are identified as having impairment/chronic illness to undertake studies at a distance. Unless well designed and evaluated, as with any technology, DE can also become disabling in its impact (Goggin & Newell, 2003; Newell & Walker, 1992).

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Mark's Story: A disabled‐student's case study in distance education

Cited by 2 publications

References 1 publication

Towards another kind of borderlessness: online students with disabilities

Towards another kind of borderlessness: online students with disabilities

Disability, Chronic Illness, and Distance Education

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