Technology-Enhanced Training for People with Disabilities: The eAccess2Learn Framework

Sampson, Demetrios G.; Zervas, Panagiotis

doi:10.1109/incos.2010.66

Cited by 3 publications

(2 citation statements)

References 10 publications

(5 reference statements)

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“…However, it is debatable whether education is related to the knowledge and skills needed to use computers and the Internet. Within the literature review, only nine instances related to knowledge's effect on the digital disability divide were found, with the core focus being on technology-enhanced training (Sampson and Zervas, 2010;Gkatzidou et al, 2011).…”

Section: Motivationalmentioning

confidence: 99%

Digital disability divide in information society

Sachdeva

Tuikka

Kimppa

et al. 2015

Journal of Information, Communication and Ethics in Society

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Purpose – The purpose of this paper is to create a conceptual framework, based on a structured literature review, to analyze the digital disability divide and help find solutions for it. A digital disability divide exists between people with impairments and those without impairments. Multiple studies have shown that people without impairments are less likely to own a computer or have an Internet connection than are people with impairments. However, the digital disability divide is seen in relation not only to access but also to accessibility and use. For people with impairments, new technological innovations offer solutions for everyday challenges, such as finding information, communicating with others and using electronic services. Design/methodology/approach – For this study, 4,778 conference and journal publications were systematically analyzed. Findings – A number of key findings emerged. This field is relatively new, and the literature is highly focused on the technological and social aspects of the digital disability divide, with technology and societal attributes being the core sub-attributes for a comprehensive model. The previous literature did not significantly study the consequences of the financial situation of individuals; rather, the predominant focus was on the have-nots and countries with low income potentials. Furthermore, motivation reveals a compelling case within the digital disability divide subset. Originality/value – The review provides a consolidated view of past research on the general topic of the digital disability divide and the attributes that affect it.

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Section: Motivationalmentioning

confidence: 99%

Digital disability divide in information society

Sachdeva

Tuikka

Kimppa

et al. 2015

Journal of Information, Communication and Ethics in Society

View full text Add to dashboard Cite

show abstract

“…eAccess2Learn: By considering the accessibility issues in web-based educational system, [23] come out with the eAccess2Learn framework which adopts the current Learning Technology Specifications and Web Accessibility Standard. This framework is quite complicated to understand.…”

Section: Model Of Constructivist Computational Platformmentioning

confidence: 99%

Critical Analysis in Proposing a Conceptual Design Model of Assistive Courseware for Low Vision (AC4LV) Learners

Aziz¹,

Mutalib²,

Sarif³

2014

IJCA

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This paper reports on an ongoing study, which intends to propose a conceptual design model of Assistive Courseware (AC) that is particularly designed for low vision learners (LV) learners. Altogether, 15 conceptual design models of courseware were compared and analyzed exhaustively with the main objectives (i) to determine the research gaps in proposing a conceptual design model of AC4LV and (ii) to identify their common components. Through a systematic and critical analysis, this study discovers that all of the previous models do not suggest any specific conceptual design model of courseware that caters the visually-impaired (VI) particularly low vision (LV) learners in detail. It is noted that this is the research gap that should be the focal point for further study. Also, the previous literatures suggest that Instructional Design (ID) model, learning theories, and learning approach must be the basic component in designing the conceptual design model of courseware. General TermsHuman Computer Interaction (HCI), learning material for low vision learners. KeywordsAssistive Technology (AT), comparative analysis, conceptual design model, Assistive Courseware (AC), low vision (LV) learners.

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Conceptual Design Model of Assistive Courseware for Low Vision (AC4LV) Learners

Aziz

Mutalib

Sarif

2015

Advances in Social Science, Education and Humanities Research

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-This paper describes an ongoing study related to the design of conceptual design model which specific to learning content application for low vision learners. Reviews from literatures indicate that content application such as courseware which is specifically designed to cater the needs of low vision learners in learning is highly scarce. It was found that most of the existing content applications including courseware focus to the needs of normal student, in which most of this courseware mean too little to the low vision learners in terms of information accessibility, navigation ability, and pleasure aspects. In addition, the use of Assistive Technology (AT) such as magnifying glass was also problematic for them. Thus, this study aims at creating an alternative content application particularly courseware for low vision learners. It is called as Assistive Courseware for Low Vision (AC4LV). Prior to develop an AC4LV a specific design model has to be proposed as guidance for the developer to refer to. So, this paper proposes a Conceptual Design Model of AC4LV by utilizing three phases of activities. Future works is to validate the proposed model through expert review and prototyping method.

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Technology-Enhanced Training for People with Disabilities: The eAccess2Learn Framework

Cited by 3 publications

References 10 publications

Digital disability divide in information society

Digital disability divide in information society

Critical Analysis in Proposing a Conceptual Design Model of Assistive Courseware for Low Vision (AC4LV) Learners

Conceptual Design Model of Assistive Courseware for Low Vision (AC4LV) Learners

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