Assistive Technology and Distance Learning

2015 ◽  
pp. 447-466
Author(s):  
Kathleen Bastedo ◽  
Jessica Vargas
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Assistive Technology ◽  
Learning Management Systems ◽  
Management Systems ◽  
Course Materials ◽  
Interaction Styles ◽  
The World ◽  
Learner Interaction ◽  
Tools And Methods

For those with disabilities, distance-learning courses can provide access to a world that was once inaccessible. Online learning becomes a possibility and for many a gateway to contributing to the world around them. However, there are many points to consider when ensuring accessibility in distance-learning courses. By exploring the current research and trends, this chapter reviews learning management systems, learner interaction styles and tools, and methods to design accessible course materials. It provides the educator with not only a working vocabulary but also with strategies and implementation methods for ensuring accessible content in online learning.

Assistive Technology and Distance Learning

2018 ◽  
pp. 1582-1601
Author(s):  
Kathleen Bastedo ◽  
Jessica Vargas
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Assistive Technology ◽  
Learning Management Systems ◽  
Management Systems ◽  
Course Materials ◽  
Interaction Styles ◽  
The World ◽  
Learner Interaction ◽  
Tools And Methods

For those with disabilities, distance-learning courses can provide access to a world that was once inaccessible. Online learning becomes a possibility and for many a gateway to contributing to the world around them. However, there are many points to consider when ensuring accessibility in distance-learning courses. By exploring the current research and trends, this chapter reviews learning management systems, learner interaction styles and tools, and methods to design accessible course materials. It provides the educator with not only a working vocabulary but also with strategies and implementation methods for ensuring accessible content in online learning.

Assistive Technology and Distance Learning

2014 ◽  
pp. 233-251
Author(s):  
Kathleen Bastedo ◽  
Jessica Vargas
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Assistive Technology ◽  
Learning Management Systems ◽  
Management Systems ◽  
Course Materials ◽  
Interaction Styles ◽  
The World ◽  
Learner Interaction ◽  
Tools And Methods

For those with disabilities, distance-learning courses can provide access to a world that was once inaccessible. Online learning becomes a possibility and for many a gateway to contributing to the world around them. However, there are many points to consider when ensuring accessibility in distance-learning courses. By exploring the current research and trends, this chapter reviews learning management systems, learner interaction styles and tools, and methods to design accessible course materials. It provides the educator with not only a working vocabulary but also with strategies and implementation methods for ensuring accessible content in online learning.

scholarly journals Examination of Support Requests of University Students in Distance Learning during the COVID-19 Pandemic

Proceedings ◽  
2021 ◽  
Vol 74 (1) ◽  
pp. 19
Author(s):  
Cemal Aktürk ◽  
Ceren Çubukçu
Keyword(s):  
Distance Learning ◽  
University Students ◽  
Formal Education ◽  
Learning Management Systems ◽  
Management Systems ◽  
Educational Institutions ◽  
Administrative Staff ◽  
Learning Method ◽  
Technical Problems ◽  
Internet Connection

The COVID-19 (SARS-CoV-2) pandemic required changes to be made, especially in formal education processes. In order for the students to stay safe and healthy, many educational institutions switched to the distance learning method for the rest of the semester and continued their education without any intermission. Due to this switch, there has been a rise in the usage of learning management systems, and as a result, students started to encounter technical problems, especially during the exam periods, or they simply wanted to obtain more information about academic or administrative issues. This study used frequency and percentage analysis methods and examined the support request tickets opened up by students during distance education. Resolving the encountered problems quickly and effectively is very important in order to protect the motivation of the learners and ensure their successes. It was seen in the study that the majority of the problems reported by the students were related to internet connection or to the problems occurred during exams. This study aimed to share experiences with the researchers and technical and administrative staff working in this field and to contribute to the current distance learning literature.

scholarly journals The Effects of Social Networking Sites in Distance Learning on Learners’ Academic Achievements

2014 ◽  
Vol 17 (2) ◽  
pp. 61-75 ◽  
Author(s):  
Büşra Özmen ◽  
Bünyamin Atıcı
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Social Networking ◽  
Social Networking Sites ◽  
Learning Management Systems ◽  
Learning Activities ◽  
Cognitive Domain ◽  
Management Systems ◽  
Academic Achievements ◽  
Learning Management

Abstract The general aim of this study is to determine the effects of learning management systems supported by social networking sites on learners’ academic achievements in distance education. The study group consisted of 75 undergraduate students from a state university in eastern Turkey. The data for the study, in which an experimental research design was used, were collected through an achievement test, which consisted of 40 multiple-choice questions. Within the scope of the research, a learning management system and a social networking site were utilized in a distance education course. As a result of the research, it was seen that social network supported distance learning activities created a more positive effect on the achievements of the learners than the distance learning activities. Also, it was determined that social network supported distance education activities were more effective in the acquisition of behaviours at the knowledge level of the cognitive domain than activities in other groups; however, the groups were not different from each other in relation to the acquisition of behaviours at the comprehension level of the cognitive domain. In this context, it was concluded that the learning management systems used in distance education should be supported by social networking sites to increase the academic achievement of learners.

Learning Patterns of Learners’ Interaction in Learning Management Systems

2012 ◽  
pp. 537-567
Author(s):  
Wu Bing ◽  
Teoh Ai Ping ◽  
Ye Chun Ming
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Rapid Development ◽  
Learning Management Systems ◽  
Virtual Classroom ◽  
Management Systems ◽  
Web Based ◽  
Learning Patterns ◽  
Learning Management ◽  
The Web

Following the rapid development of open distance education and the enrichment of online resources and Learning Management Systems in Asia, the quality of interactions amongst learners and online content, teacher and peers has become one of the imperative factors in determining the efficacy of web-based teaching-learning. Online learning is distinctive as compared to face-to-face interaction in terms of how the course material is presented, the nature of interactions, and overall learning experience. This case study explores the understanding, expectation and experience of learners from China and Malaysia based on vital aspects of learning in the web-based environment such as the concept of teaching and learning, the role of the teacher, communication patterns in the virtual classroom, relationships with the teacher and the classmates, and attitudes towards learning achievement. These are reflected in the learning patterns and behavior of online learners as observed in their interaction with the web-based content and participation in the online forum discussions within the online Learning Management Systems. In addition, this case highlights the influence of national culture towards learners’ interaction as displayed in their online learning activities.

scholarly journals A Study on the Usability of Moodle and Blackboard – Saudi Students Perspectives

2020 ◽  
Vol 14 (10) ◽  
pp. 159
Author(s):  
Aseel Alghafis ◽  
Atheer Alrasheed ◽  
Amal Abdulghany
Keyword(s):  
Saudi Arabia ◽  
User Interface ◽  
University Students ◽  
Empirical Research ◽  
Learning Management Systems ◽  
Management Systems ◽  
Saudi Students ◽  
Blackboard Systems ◽  
The World ◽  
E Learning

<p class="0abstract">Nowadays, e-learning management systems are used in many universities around the world. In Saudi Arabia, universities use several systems such as Moodle and Blackboard. However, only little empirical research has been conducted on Saudi students’ preference for such systems. This study compared the usability of Moodle and Blackboard systems among Saudi university students. Specifically, three comparison metrics have been considered: user interface, download and upload service and materials organization. The results showed that the students preferred Moodle and believed that it is more usable than Blackboard in all studied metrics.</p>

Accessing Learning Management Systems With Smartphones

2021 ◽  
pp. 221-243
Author(s):  
Bret Miller ◽  
Michael Thomas
Keyword(s):  
United States ◽  
Online Learning ◽  
Student Engagement ◽  
Quantitative Data ◽  
Learning Management Systems ◽  
The United States ◽  
Management Systems ◽  
Learning Behavior ◽  
Online Classroom ◽  
Laptop Computers

Smartphones have many qualities that have made them potentially useful for learning (e.g., connectivity, interactivity, and personalization) but few studies have considered their role in understanding learning behavior and student engagement. This study investigated differences in the way students approach online learning, comparing those who use smartphones to access their online classroom with students who use more traditional tools, such as desktop and laptop computers. Specifically, the study was designed to investigate the use of smartphones and their effect on learning behavior and student engagement at a regionally accredited university in the United States. The chapter analyzes the quantitative data arising from the study and discusses why the results identified statistically significant differences in the ways students approached their own learning. Moreover, it also explores the engagement patterns which revealed that the type of tasks online students performed with a smartphone varied significantly from the tasks that students performed when using a desktop or tablet.

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