Transition 2.0: Digital technologies, higher education, and vision impairment

Abstract

This article introduces Transition 2.0, a paradigm shift designed to study and support students with disabilities' transition to higher education. Transition 2.0 is the result of a qualitative study about how a group of young people with vision impairments used digital technologies for their transition to university. The findings draw from observations, a researcher diary, focus groups, individual interviews, and data from social media. The article discusses a conventional view of transition, referred to here as Transition 1.0, which has dominated disability-related research and service provision in higher education. It counters this view by further developing the conceptual framework for Transition 2.0. The findings expand current conceptual approaches to transition by incorporating in the analysis the role played by digital tools such as social media and mobile devices. They also provide a new lens through which to study and understand student engagement in higher education.

Out-look on the development of Russian education in the context of world trends

“…"Problems which in real pedagogical communication are solved by inspiration, semi-consciously or completely unconsciously, needs here its differentiation, description and, fi nally, formalization" [17, p. 38]. That is why technologies of "electronic (digital) didactics" have essential practical and scientifi c signifi cance that is not limited by e-learning [18,19]. Firstly, a detailed (differentiated) simulation scenario is created which consists of separate fragmentscases.…”

Impact of Digital Media and E-Learning Solutions on Contemporary Management Education

“…The paper carries a plan to the B-schools which are happy to embrace e-learning in their training rehearse and furthermore fill in as a guide for the future usage of e-learning. (Pacheco, Lips & Yoong, 2018) This article presents Transition 2.0, a change in outlook intended to study and bolster understudies with inabilities' progress to advanced education. The examination applied a subjective way to deal with comprehend the social and social setting of the members as for their change and the utilization of computerized innovations.…”

Examining the Effect of an Online Formative Assessment Tool (Ofat) of Students’ Motivation and Achievement for a University Science Education

“…Particularly, Sung et al (2016) mentioned that motivation effects' investigation can be challenging due to novelty effects that can't support and sustain properly. Finally, these OFATs can't attribute their effects because of the absence of randomized experiments since no data of tools' intensity usage is gathered and collected (Hunsu et al, 2016;Koedinger et al, 2010;Pacheco et al, 2018).…”