scholarly journals E-learning for Students With Disabilities During COVID-19: Faculty Attitude and Perception

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110544
Author(s):  
Alkahtani Mohammed Ali
Keyword(s):  
Students With Disabilities ◽  
Learning Opportunities ◽  
Learning Technologies ◽  
Faculty Members ◽  
Education Department ◽  
Faculty Attitude ◽  
Data Collection Instrument ◽  
E Learning ◽  
Software And Hardware ◽  
The University

Faculty at the special education department of the University held mixed concerns about e-learning opportunities for Students with Disabilities (SWD) during the COVID-19 pandemic. This research investigated their attitude using a questionnaire survey. The sample was 70 faculty members who specialized in tutoring students with disabilities. The Pearson regression (0.655) established the reliability of the data collection instrument. The results showed that faculty members held a positive attitude toward the application of e-learning technologies for SWD and supported its ability to allow for cognitive, social, and education interaction during the pandemic. While faculty agreed the method was no more time-consuming than regular classroom sessions, they were reluctant to invest the time in training. The research concluded the views of department members in the design of appropriate systems/curricula would help to eliminate barriers and encourage more support for e-learning of SWDs during the pandemic. The faculty had several recommendations for the successful application of online learning during the pandemic for special needs students. Most suggested the need for adequate educational resources within the departments, and appropriate software and hardware to enable teaching appropriate skills to the learners with disabilities. There was a further recommendation that e-learning should be incorporated into the curricular programs.

Media Streaming for Technological Innovation in Higher Education

2014 ◽  
pp. 691-712
Author(s):  
Moradeke Olaniyan ◽  
Deryn Graham
Keyword(s):  
Technological Innovation ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Media Streaming ◽  
Sample Survey ◽  
Educational Institutions ◽  
Learning Technology ◽  
E Learning ◽  
Streaming Technology ◽  
The University

Higher Educational Institutions (HEIs) can be slow in responding to technological innovation. Streaming technology offers a competitive advantage to a HEI if appropriately adopted and integrated with the marketing strategy compared to the Push-Pull strategy: when all available technological innovation is used to push educational options to the market and the potential people pull from the market. This chapter briefly describes the concepts of e-learning and media streaming, and their relationship to HEIs. The intangible business benefits of using media streaming to enhance teaching and learning in HEIs are explored through a literature review and small sample survey. The case study of a UK university is used to represent a HEI; e-learning technology is already in use within the university, considering the integration of media streaming technology into new or existing learning technologies. The hardware and software requirements are briefly examined, and possible business concerns and risks are identified with recommendations.

Promoting Greater Interactivity and Participative Learning through Collaborative and Virtual Learning Space

2017 ◽  
pp. 125-139
Author(s):  
Chee Leong Lim ◽  
Siew Fun Tang
Keyword(s):  
Transformative Learning ◽  
Tertiary Education ◽  
Learning Opportunities ◽  
Learning System ◽  
Learning Space ◽  
Learning And Teaching ◽  
E Learning ◽  
Participative Learning ◽  
Effective Use ◽  
The University

With the implementation of various innovations and transformative learning and teaching practices, Taylor's University continues to serve as the torchbearer in the sphere of private tertiary education in Malaysia. Since 2012, Taylor's University has embarked on an ambitious journey to re-define student learning for better academic outcomes. The effective use of LMS (Learning Management System) or better known as TIMeS (Taylor's Integrated Moodle e-learning System) @ Taylor's University has yielded highly engaging learning opportunities for students to learn at anytime and anywhere. It is Taylor's University's aim to be in the cutting edge of technology and to implement the finest learning design for its students as the university realizes that learning space plays an important role in producing work-ready graduates.

Blended Learning in Higher Education

2018 ◽  
pp. 290-306 ◽  
Author(s):  
Simon Kang'ethe Ngigi ◽  
Elizabeth A. Obura
Keyword(s):  
Blended Learning ◽  
Opportunity To Learn ◽  
Learning Technologies ◽  
Blended Instruction ◽  
Factors Affecting ◽  
Learning Techniques ◽  
E Learning ◽  
University Course ◽  
The University ◽  
Open The Doors

Online and blended instruction offers learners a unique opportunity to learn ubiquitously without being limited to the constraints of time and distance. Additionally, these pedagogies have the potential to open the doors of the university to a wider audience, provide choices for non-traditional students, and extend services to populations that would otherwise not be able to attend the classes on campus. However, complementing traditional teaching with blended learning techniques in a traditional university course presents various challenges. This chapter identify gaps in the factors affecting blended learning in the digital age. Based on the findings, the authors argue that instructors can rely on e-learning technologies to implement blended learning model by redesigning some lectures into new online learning activities, such as tutorials, self-testing exercises, and online group collaborations.

scholarly journals The Challenges of Adopting M-Learning Assistive Technologies for Visually Impaired Learners in Higher Learning Institution in Tanzania

2020 ◽  
Vol 15 (01) ◽  
pp. 140
Author(s):  
Juliana Samuel Kamaghe ◽  
Edith Talina Luhanga ◽  
Michael Kisangiri
Keyword(s):  
Visually Impaired ◽  
Learning Technologies ◽  
Assistive Technologies ◽  
Higher Learning ◽  
Drop Out ◽  
Internet Users ◽  
E Learning ◽  
Visually Impaired Students ◽  
The University ◽  
Learning Institutions

In the past decades, the world has experienced major changes in the advancement of learning technologies which has enabled learners to engage in their learning activities anywhere. The penetration of mobile phone internet users in Tanzania has been increasing from 2 million in 2011 to 23mil in 2017 The adoption of mobile-based learning (M-learning) for students who are visually impaired in Tanzania has become a major bottleneck since most of the e-learning contents assume that learners have sight and thus include a lot of visualizations. This causes visually impaired students in higher learning Institutions (HLIs) to face challenges such as technical knowledge gaps. Lack of skills and inaccessibility of online contents, which then lead to drop out of the university. The aim of this study is to determine the awareness and usage levels of existing mobile assistive technologies for visual impairment, and the remaining challenges that visually impaired students face, when using such tools on smartphones to access m-learning content from HLIs. in Tanzania. The research was conducted an observational and contextual inquiry study at three major HLIs. We found that 67% of respondents did not have knowledge of m-learning assistive technologies, and their technology barriers for visually impaired students. Also, knowledge, accessibility of Assistive technology and affordability can hinder the adoption of m-learning in Higher Learning Institutions

Comparison of Students Using Electronic Learning Website of the University of South Africa

2020 ◽  
Vol 10 (1) ◽  
pp. 24-35
Author(s):  
Motlhabane Jacobus Maboe
Keyword(s):  
Students With Disabilities ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Electronic Learning ◽  
Academic Activities ◽  
E Learning ◽  
Learning Platforms ◽  
Effective Use ◽  
The University

It is almost impossible to perform academic activities, such as accessing study material or contacting lecturers and other teaching and learning processes, at an open distance learning institution without the use of computers and the internet. This article investigates and reports on the time taken by students with and without disabilities to complete certain tasks using the University of South Africa's learning management systems (LMS). The findings of the study indicate that the time taken by students with disabilities to finish tasks is much longer compared to the students without disabilities. The study established that well-developed e-learning platforms guarantee efficient and effective use by both students with and without disabilities. The study suggests that it is significant for all LMS stakeholders to be involved in the development of e-learning websites. This is to ensure that accessibility and usability of these websites are adhered to during the development of e-learning websites.

scholarly journals Faculty Members' Attitude, Perceived Barriers, and Motivators toward Using E-Learning in University Education

2020 ◽  
Vol 2 (4) ◽  
pp. 12
Author(s):  
Wessam A. Elsayed ◽  
Shaimaa M. Nageeb ◽  
Walaa N. Othman
Keyword(s):  
Personal Characteristics ◽  
Faculty Members ◽  
Learning System ◽  
Perceived Barriers ◽  
University Education ◽  
Successful Implementation ◽  
Training Environment ◽  
Faculty Attitude ◽  
E Learning ◽  
Barriers And Motivators

Context: E-learning is an important trend for faculty members and students teaching and learning, which needs overcoming barriers and enhancing motivators for the successful implementation of educational programs. Aim: To explore the faculty members' attitudes, perceived barriers, and motivators toward using e-learning in university education. Methods: Descriptive correlational design was used to achieve the study's aim on 110 faculty members in Nursing Faculties at Mansoura, and Zagazig Universities, Egypt. They were chosen through a convenience sampling to participate in the study. One questionnaire was used to undertake the study and had four parts: Personal data, faculty attitude towards e-learning scale, possible barriers, and motivators. Results: 54.5% of the studied sample was from Mansoura University, 92.7% of them were females, 38.2% were lecturers, 31.8% of them aged from 31-35 years old, and 30% of them had 5-10 years of experience. More than 75% of studied faculty members have a positive attitude toward using e-learning in university education. Access to students was the top-most barrier as perceived by the faculty members (42.7%). Better internet bandwidth at the workplace is the top-most motivating factor and professional incentives to use e-learning. Both were mentioned by 30% of the studied faculty members. Conclusion: There is a highly significant positive correlation between faculty attitude and motivators and a significant negative correlation between perceived barriers and motivators. At the same time, there is no significant correlation between faculty attitude and perceived barriers. No significant correlation between personal characteristics of the studied sample and faculty members' attitudes, perceived barriers, and motivators toward using E-learning in Mansoura and Zagazig Universities except for gender and faculty barriers only in Mansura University. The study recommended enhancing the basics of e-learning within the plan for dealing with crises, improving infrastructure, and providing a training environment for faculty staff to enhance e-learning, activating interactive education by setting up discussion sessions on the course topics' sidelines—full activation of the e-learning system through assignments and short tests. Paying attention to student feedback and taking the necessary corrective measures are also recommended.             

scholarly journals CONDITIONS FOR ORGANIZATION OF THE EDUCATIONAL PROCESS AT THE UNIVERSITY USING E-LEARNING TECHNOLOGIES

2021 ◽  
pp. 19-27
Author(s):  
Ирина Геннадьевна Алмазова ◽  
Галина Александровна Корякина ◽  
Светлана Николаевна Числова
Keyword(s):  
Distance Learning ◽  
Time Frame ◽  
Learning Technologies ◽  
Educational Process ◽  
University Teachers ◽  
Distant Learning ◽  
E Learning ◽  
The Russian Federation ◽  
Distance Learning Technologies ◽  
The University

Анализируется проблема разработки, характеристики и реализации важного условия организации образовательного процесса в университете с применением технологий дистанционного обучения, связанного с созданием в университете качественной цифровой образовательной среды, развития технической инфраструктуры и повышения квалификации вузовских преподавателей с целью эффективного использования ими технологий дистанционного обучения в процессах цифровой трансформации высшей школы. Причем такое условие анализируется не только с позиции повышения эффективности организации исследуемого процесса, но и с позиции обеспечения деятельности вуза, отвечающей требованиям мировых стандартов, что чрезвычайно важно в формате реализуемой государственной программы Российской Федерации «Развитие образования» на 2018–2025 гг. Приводятся данные опроса студентов и преподавателей университета, освещающие результаты измерения уровня эффективности реализации проверяемого условия организации образовательного процесса в университете с применением технологий дистанционного обучения. The materials of this publication analyze the problem of development, characteristics and implementation of an important condition for the organization of the educational process at the university with the use of distance learning technologies, associated with the creation of a high-quality digital educational environment, the development of technical infrastructure and advanced training of university teachers in order to effectively use distance learning technologies in the processes of digital transformation of higher education. And a certain condition is analyzed not only from the perspective of improving the efficiency of the organization of the process under study, but the operations of the University that meets the requirements of world standards, which is extremely important in the format of the State program of the Russian Federation “Development of education” for 2018–2025. The results of study of the levels of effectiveness of the implementation of the conditions are tested and and the data of the questionnaire survey of students and teachers are provided. The article describes the terms “distant education” and “distant learning”. The synonymy of their meanings and the peculiarities of their use in the context of the characteristics of a special way of implementing the educational process at the university are noted. The features of the implementation of the selected condition that took place in 2020 are noted: flexibility in taking into account the time frame of classes and in choosing an individual pace of training; modularity; the use of various types of communication; wide coverage of the audience of students.

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