Perceived importance and difficulty of online activities among visually impaired persons in Nigeria

Okonji, Patrick; Okiki, Olatokunbo Christopher; Ogwezzy, Darlington

doi:10.1080/10400435.2018.1457574

Cited by 4 publications

(3 citation statements)

References 28 publications

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“…Several studies have investigated the basic ICT skills and ICT usage of individuals with VI (Haneefa & Syamili, 2014 ; Şimşek et al, 2010 ; Soman & Sudhier, 2015 ; Yılmaz, 2019 ), their technological needs (Fuglerud, 2011 ), as well as the challenges they face related to technology access (Thongma-eng, 2015 ), and the related importance of these technologies (Ashraf et al, 2017 ; Douglas, 2001 ; Kumar & Sanaman, 2013 ; Okonji et al, 2020 ). These studies have revealed that individuals with VI can perform basic computer skills such as preparing documents, searching for information using the Internet, as well as sending emails and communicating with friends.…”

Section: Introductionmentioning

confidence: 99%

“…These studies have revealed that individuals with VI can perform basic computer skills such as preparing documents, searching for information using the Internet, as well as sending emails and communicating with friends. In their study, Okonji et al ( 2020 ) suggested that the sending and reading of emails, online banking, online shopping, and seeking online health information are considered the most important as well as the most difficult online activities for adults with VI to perform.…”

Section: Introductionmentioning

confidence: 99%

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Digital literacy skills of university students with visual impairment: A mixed-methods analysis

Arslantaş

Gül

2022

Educ Inf Technol

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Both for new higher education students and especially for individuals with visual impairment (VI), becoming digitally literate is a necessity in order to be able to fully participate in society and to overcome certain educational barriers. This study explores the digital literacy (DL) skills of university students in Turkey with VI, along with the factors that can affect DL levels. A sequential explanatory mixed-methods design was employed. Quantitative data were collected from 60 participants during the first phase of the study through an online survey consisting of demographic questions and the DL Scale. Qualitative data were collected via semi-structured interviews held with eight participants as the second phase. The study found quite high levels for several self-reported technical and cognitive sub-factors of DL skills, and lower levels for the social sub-factor. Comparative analysis revealed no significant difference between gender, level of VI, and type of school. The results showed that daily use of the Internet had a significant positive effect on DL scores, and that there was a negative correlation between DL and age of starting to use technology. The qualitative findings suggested that the participants already possessed basic DL skills such as accessing information and creating files; however, they lacked skills in information management, effective collaboration, communication, and in digital content creation. The study sheds light on factors affecting DL of VI students and discusses implications for both researchers and practitioners.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Digital literacy skills of university students with visual impairment: A mixed-methods analysis

Arslantaş

Gül

2022

Educ Inf Technol

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“…Okonji et al (2020) elucidated that screen readers convert text-to-speech and along with a computer, audio devices such as headphones or earphones and with the assistance of a librarian, several electronic books and electronic journals can be accessed conveniently (Sutar, 2019). Academic libraries worldwide are found to be lacking in providing suitable forms of resources and services.…”

Section: Review Of Literaturementioning

confidence: 99%

Availability and preferences for information services to visually impaired tertiary students in Delhi

Bhardwaj

2021

JET

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PurposeThe study aims to understand the information services provided to visually impaired users in Indian universities. Further, the study identifies the nuances of information system for visually impaired (ISVI) development suitable to the requirements of the visually impaired community in Indian higher educational institutions.Design/methodology/approachA two-fold methodology was followed in the study: (1) empirical survey and (2) information system design and development. The empirical survey was conducted in Indian higher educational institutions wherein 316 responses were collected including 185 (58.5%) undergraduate and 131 (41.5%) postgraduate students. A stratified random sampling technique was used in data collection. Empirical study findings were further used as a basis for ISVI design and development for addressing the information requirements of visually impaired users.FindingsThe study found that 232 respondents (73.2%) access the Internet every day. “Surprisingly, 143 respondents (45.3%) revealed that no digital infrastructure is available in their institutions, while 173 respondents (54.7%) stated digital infrastructure is available. A total of 210 respondents (75.9%) highlighted that the interface of open access (OA) resources is not designed as per visually impaired (VI) students' requirements. information and communication technology (ICT) infrastructure is not up to the mark revealed as by 34 respondents (10.7 percent) and was rated ‘poor.’” A total of 268 respondents (90.2%) expressed that their institution should develop the information system to full their information needs.Research limitations/implicationsThe study is conducted in only one state in India due to financial hindrances. Visually impaired students studying in other states of India are not covered in the study, which may have different perception about the design and development of information system for the visually impaired.Practical implicationsAn online ISVI is designed and developed under the study, which is accessible at http://www.isvi.in. Furthermore, the findings of the study may also be used by administrators of the higher educational institutions for building ICT infrastructure for visually impaired students.Originality/valueNo study has been conducted in Indian higher educational institutions for understanding the availability and preferences of information services to visually impaired tertiary students.

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Digital Competence of university students with disabilities and factors that determine it. A descriptive, inferential and multivariate study

Cabero‐Almenara

Castillo²,

Palacios-Rodríguez³

et al. 2022

Educ Inf Technol

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Taking into account that 15% of the world population suffers from some type of disability, few investigations have been concerned with knowing the level of digital competenceDigital Competence that students with functional diversity have. This research is based on an initial sample of 17,301 newly enrolled university students from the Andrés Bello University (Chile), of which 650 are selected for having some type of disability. Its main objective is to know the level of self-perception in the digital competenceDigital Competence of university students with disabilities and the variables that explain it. To do this, an evaluation instrument consisting of 6 dimensions (technological literacy, information search and processing, critical thinking, problem solving and decision making, communication and collaboration, digital citizenship, and communication and collaboration) is designed and applied. To calculate the validity of the instrument, the partial least squares (PLS) method is applied through structural equation modeling. Next, data is provided regarding the level of Digital CompetenceDigital Competence of the students and if there are differences between the types of disability. Finally, the data is subjected to a logistic regression to estimate the relationship between the dependent variable (digital competenceDigital Competence) and a set of independent variables (sociodemographic variables). The results reveal that the instrument used shows high levels of reliability, which guarantees its use in students with disabilities. Likewise, the average level of digital competenceDigital Competence is medium low. Finally, tThe factors that affect this variable are discussed and the necessary structuring of digital literacy plans is highlighted. Finally, this paper discusses new techniques for diagnosing students' digital skills.

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Perceived importance and difficulty of online activities among visually impaired persons in Nigeria

Cited by 4 publications

References 28 publications

Digital literacy skills of university students with visual impairment: A mixed-methods analysis

Digital literacy skills of university students with visual impairment: A mixed-methods analysis

Availability and preferences for information services to visually impaired tertiary students in Delhi

Digital Competence of university students with disabilities and factors that determine it. A descriptive, inferential and multivariate study

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