Text-based synchronous e-learning and dyslexia: Not necessarily the perfect match!

Woodfine, B. P.; Nunes, Miguel Baptista; Wright, David J.

doi:10.1016/j.compedu.2006.08.010

Cited by 50 publications

(35 citation statements)

References 8 publications

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“…Woodfine et al (2008) investigated text-based synchronous e-learning in university students with dyslexia. The authors found that students with dyslexia struggled more in text-based synchronous e-learning contexts than students with typical development.…”

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis

Perelmutter

McGregor

Gordon

2017

Computers & Education

126

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Section: Resultsmentioning

confidence: 99%

“…Sometimes the reason for performing a qualitative study was unclear in itself: intervention projects like Woodfine et al (2008) or Dziorny (2012) seemed to lend themselves more to quantitative research. In some cases – for instance, Woodfine et al (2008) – the conclusions sections were brief and non-analytical.…”

Section: Resultsmentioning

confidence: 99%

Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis

Perelmutter

McGregor

Gordon

2017

Computers & Education

126

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“…Some studies include both learners with special needs and learners who do not have special needs in the experimental research. Woodfine, Baptista Nunes and Wright () combined students with and without dyslexia; Mavrou et al () investigated pairs of disabled and nondisabled pupils; Conti‐Ramsden et al () dealt with participants with specific language impairment and their normally developing peers; Durkin, Conti‐Ramsden and Walker () observed adolescents with and without specific language impairment. We have categorised only a small proportion of papers as including both people with special needs and those without them.…”

Section: Discussionmentioning

confidence: 99%

ICT‐supported learning for inclusion of people with special needs: Review of seven educational technology journals, 1970–2011

Starčič¹,

Bagon

2013

Brit J Educational Tech

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She teaches instructional design and educational technology, learning environments, information and communication technology (ICT)-assisted learning for people with special needs, ICT in health, media education and contemporary learning theories. She is conducting research at all levels of education, adult education, workplace learning, professional development and teacher education. Andreja's website has details of her activities and publications: http://andreja-istenic-starcic.eu/. Spela Bagon is a PhD student at the University of Primorska Faculty of Education. She is conducting research in the field of ICT-assisted learning-environment design for primary school. AbstractResearch and development of information and communication technology (ICT)supported learning for people with disabilities has not received adequate attention. It is also difficult to access research findings and developments in this field. Under the ENABLE Network of ICT Supported Learning for Disabled People (2011-2014) project, an emerging European Union reference point portal for end-users will provide this information for a broad audience. In the design phase of the project idea, the authors of this paper conducted a review of papers indexed in Web of Science to provide a needs assessment and a design template for the project objectives. The results of the search clearly showed that ICT-supported learning for people with special educational needs is in the domain of the educational technology journals, with more papers published in the British Journal of Educational Technology than in any other journal. This paper presents the results of a content analysis of all papers published from 1970 to 2011 in seven educational technology journals indexed in Web of Science. More papers were published from 2006 to 2011 (44.7%) than during any other of five periods examined. Findings in terms of ICT intervention, disability groups, groups of study participants by relationship with ICT, and research design, together with trends in published studies in terms of mainstreaming and inclusion, are presented. The main objective of the study was to identify the level of inclusion through analysis of educational context (special schools [30.51%], mainstream schools [28.81%] and general support for life [40.68%]). Based on content analysis, ICT interventions were classified into the two categories of technical intervention in the pedagogical context (62.71% of all papers published) and technical intervention in the wider context (37.29% of all papers published), with nine paper types identified: papers on ICT access, papers on teaching and learning methods, papers on development and testing of ICT solutions, reviews, assessments, papers on inclusion, papers on behavioural and social development, papers on use of information technology and papers on interaction. Papers were also categorised according to types of disability and according to groups of study participants by relationship with ICT. Published papers Research questionsThe following research questions w...

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“…The UK offers the most substantial legislative support to dyslexic persons among all European countries, by means of the Disability Discrimination Act 1995 (DDA), the Special Educational Needs and Disability Act 2002 (SENDA) and the Disability Equality Duty 2006 (DED) (Sekovani , Vukovac and Podbojec, 2012). Woodfine et al (2008) provide clear evidence that text-based synchronous activities such as chat programs and videoconferencing, which are commonly used in education, can disadvantage students with dyslexia. Dyslexics' problems with e-learning tools are beyond those of accessibility and web design.…”

Section: Introductionmentioning

confidence: 97%

DAEL Framework: A New Adaptive E-learning Framework for Students with Dyslexia

Alsobhi

Khan

Rahanu

2015

Procedia Computer Science

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This paper reports on an extensive study conducted on the existing frameworks and relevant theories that lead to a better understanding of the requirements of an e-learning tool for people with dyslexia. The DAEL framework has been developed with respect to four different dimensions: presentation, hypermediality, acceptability and accessibility, and user experience. However, there has been no research on the different types of dyslexia and the dyslexic user's viewpoint as they affect application design. Therefore, in this paper a framework is proposed which would conform to the standards of acceptability and accessibility for dyslexic students. We hypothesise that an e-learning application, which will adopt itself according to individuals' dyslexia types, will advantage the dyslexics' individuals in their learning process.

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Text-based synchronous e-learning and dyslexia: Not necessarily the perfect match!

Cited by 50 publications

References 8 publications

Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis

Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis

ICT‐supported learning for inclusion of people with special needs: Review of seven educational technology journals, 1970–2011

DAEL Framework: A New Adaptive E-learning Framework for Students with Dyslexia

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