Web-Based Distance Learning and the Second Digital Divide

2011 ◽  
pp. 83-97 ◽  
Author(s):  
Sheryl Burghstahler
Keyword(s):  
Distance Learning ◽  
Assistive Technology ◽  
Digital Divide ◽  
People With Disabilities ◽  
Individuals With Disabilities ◽  
Web Based ◽  
Learning Programs ◽  
Learning Options

Web-based distance learning programs promise learning options anywhere, anytime, to anyone. However, some individuals with disabilities are locked out of these opportunities when courses are designed in such a way that they are inaccessible to individuals using assistive technology. This chapter provides an overview of access challenges for people with disabilities; suggestions for course developers on creating accessible courses; and suggestions for administrators on developing accessiblity policies, guidelines, and procedures.

Web-Based Distance Learning and the Second Digital Divide

2008 ◽  
pp. 496-503
Author(s):  
Sheryl Burghstahler
Keyword(s):  
Distance Learning ◽  
Assistive Technology ◽  
Digital Divide ◽  
People With Disabilities ◽  
Individuals With Disabilities ◽  
Web Based ◽  
Learning Programs ◽  
Learning Options

Web-based distance learning programs promise learning options anywhere, anytime, to anyone. However, some individuals with disabilities are locked out of these opportunities when courses are designed in such a way that they are inaccessible to individuals using assistive technology. This chapter provides an overview of access challenges for people with disabilities; suggestions for course developers on creating accessible courses; and suggestions for administrators on developing accessiblity policies, guidelines, and procedures.

Individuals with Disabilities and Internet Use

2012 ◽  
pp. 242-258 ◽  
Author(s):  
Mary Gozza-Cohen ◽  
Deborah May
Keyword(s):  
Digital Divide ◽  
Case Studies ◽  
Internet Use ◽  
People With Disabilities ◽  
The Internet ◽  
Exploratory Research ◽  
Diverse Populations ◽  
Individuals With Disabilities ◽  
Use Of The Internet ◽  
Large Research

This entry examines the use of the internet by individuals with disabilities. Before people with disabilities can use the Internet for socializing, communicating, gathering information, learning, or working, they must first be able to access the Internet. This may require additional assistance by either people or modified hardware and software. Some authors have expressed concern that there is a digital divide, with many people with disabilities not accessing the Internet. The differing needs of people with disabilities, and how their needs may be met with technology and adaptations are explored. Examples of various uses of the Internet by people with disabilities are presented. This field does not have a large research base; it is difficult to do controlled large group studies with such diverse populations, so much of the information comes from position papers, demographic reports, case studies, or exploratory research.

A Guide to Assistive Technology for Teachers in Special Education

2012 ◽  
pp. 105-118 ◽  
Author(s):  
Harris Wang
Keyword(s):  
Special Education ◽  
Distance Learning ◽  
Assistive Technology ◽  
Learning Disability ◽  
Visually Impaired ◽  
Assistive Technologies ◽  
The Internet ◽  
Web Based ◽  
The Right ◽  
Hearing Difficulties

Everyone has the right to learn and to succeed in education. For people with certain disabilities, learning can be a challenging task, and proper use of certain assistive technologies can significantly ease the challenge, and help the learners to succeed. For teachers in special education, knowing existing assistive technology is an important step towards the proper use of those technologies and success in special education. This chapter provides a guide for teachers about assistive technology and its uses in special education. Assistive technology for people with learning difficulties, assistive technology for the visually impaired, and assistive technology for people with hearing difficulties will be discussed. Since online learning and the Internet are becoming trends in distance education, this chapter will focus on assistive technologies for Web-based distance learning, including assistive technologies for better human-computer interaction. Selecting more appropriate assistive technology for a given learner with a certain learning disability, among many choices, will be discussed.

Stanford CyberLab

2011 ◽  
pp. 2400-2415 ◽  
Author(s):  
Lambertus Hesselink ◽  
Dharmarus Rizal ◽  
Eric Bjornson ◽  
Sandy Paik ◽  
Raj Batra ◽  
...  
Keyword(s):  
Distance Learning ◽  
Data Acquisition ◽  
Data Acquisition System ◽  
Acquisition System ◽  
Stanford University ◽  
Web Based ◽  
System A ◽  
Research And Teaching ◽  
Analysis Tools ◽  
Learning Programs

Cyberlab is a fully automated, Internet accessible laboratory for use in research and teaching, developed at Stanford University since 1996. Cyberlab is a completely self-contained system including a web-based scheduler, analysis tools, a data acquisition system, a digital notebook, extensive collaboration tools including simultaneous access to the equipment by multiple students, extensive security features, including firewall compliance without the need for IT intervention. The system is easily scalable and can be integrated with other distance learning programs.

Creating Opportunities and Barriers in Distance Learning Courses

2011 ◽  
pp. 475-480
Author(s):  
Sheryl Burgstahler
Keyword(s):  
Distance Learning ◽  
Assistive Technology ◽  
Rural Areas ◽  
Rapid Development ◽  
Learning Opportunities ◽  
Individuals With Disabilities ◽  
Course Offerings ◽  
Closing The Gap ◽  
Poor Communities

nternet-based distance learning courses have the potential to make learning opportunities available to anyone. People in rural areas, from poor communities, and who have disabilities are among those underrepresented in the group of people who benefit from new technological developments.This potential cannot be realized, however, unless everyone can truly access course offerings. The rapid development of assistive technology makes it possible for almost anyone to operate a computer (2003 Closing the Gap, 2003). Yet many individuals with disabilities do not have access to these empowering tools (Kay, 2000).

Heuristic Evaluation of Web-Based ODL Programs

2003 ◽  
pp. 88-109 ◽  
Author(s):  
Athanasis Karoulis ◽  
Andreas Pombortsis
Keyword(s):  
Distance Learning ◽  
Educational Evaluation ◽  
Heuristic Evaluation ◽  
Web Based ◽  
Initial Form ◽  
Learning Programs ◽  
Overall Evaluation ◽  
Open And Distance Learning ◽  
Theoretical Issues ◽  
The Web

In this chapter we describe the evaluation of Web-based open and distance learning programs in a more technical manner. First of all we discuss some general theoretical issues that are of importance regarding Web-based ODL environments, such as the communication channel between the participating entities, the issue of learnability and the overall evaluation of such an environment. Then we introduce the principles of educational evaluation, of interface evaluation in general and of expert-based approaches in particular, and we compare the empirical and expert-based methodologies. Finally we present the heuristic evaluation, in its initial form as well as in its Web-adapted variation. The main objectives of the chapter are to prove the applicability of the method in the Web in general and in ODL environments in particular and to investigate the appropriate heuristic list, which can assess the usability and the learnability of such an environment.

Measuring Student Satisfaction Level Regarding Aesthetic and Instructor Dimensions of Web-Based Distance Learning Programs

2021 ◽  
pp. 95-112
Author(s):  
Serhat Koca ◽  
Murat Aytaş
Keyword(s):  
Distance Learning ◽  
Student Satisfaction ◽  
Communication Technologies ◽  
Educational Institutions ◽  
Spiritual Guidance ◽  
Satisfaction Level ◽  
Web Based ◽  
Guidance Program ◽  
Learning Programs ◽  
The Aesthetic

Today, many educational institutions provide their content to their recipients through web-based distance learning applications. While providing this education method to the recipients through communication technologies, the aesthetic design and the instructor dimension of the content are of utter importance. In this framework, the study measured the level of student satisfaction regarding the aesthetic and instructor dimension in web-based distance learning programs within the case of the Spiritual Guidance program. Accordingly, the study of distance learning programs in terms of aesthetic and instructive dimensions will contribute to the research that will be conducted in this direction.

Access to Internet-Based Instruction for People with Disabilities

2011 ◽  
pp. 76-88 ◽  
Author(s):  
Sheryl Burgstahler
Keyword(s):  
Distance Learning ◽  
Students With Disabilities ◽  
People With Disabilities ◽  
The United States ◽  
Legal Issue ◽  
The Internet ◽  
United States Department ◽  
Individuals With Disabilities ◽  
Based Instruction ◽  
The Right

Internet-based instruction promises to make learning accessible to almost everyone, everywhere, at any time. Internet use, however, raises a number of issues. One of them is equitable access. The Americans with Disabilities Act (ADA) of 1990 requires that those making programs and services available to the public provide the same programs and services to people with disabilities that they provide to people without disabilities. Increased access is commonly given as a key justification for offering educational programs through a distance learning format. For the most part, when this argument is made, proponents are focusing on students unable to participate because of geography. Rarely is the argument made for students unable to participate because of disabilities. Providing access to students with disabilities can be considered from several angles. Making assurances that individuals with disabilities can participate in distance learning courses is an ethical issue (Woodbury, 1998); some say it is just the right thing to do. It can also be seen as a legal issue. The ADA requires that people with disabilities be provided equal access to public programs and services. According to this law, no otherwise qualified individuals with disabilities shall, solely by reason of their disabilities, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination in these programs. When people think of the ADA they often think of elevators in buildings, reserved spaces in parking lots, and lifts on buses. However, the ADA accessibility requirements also apply to educational opportunities, and more specifically, to programs offered on the Internet. As the United States Department of Justice clarifies: Covered entities that use the Internet for communications regarding their programs, goods, or services must be prepared to offer those communications through accessible means as well (ADA, 1997).

Web-Based Distance Learning and the Second Digital Divide

2011 ◽  
pp. 1077-1083 ◽  
Author(s):  
Sheryl Burgstahler
Keyword(s):  
Distance Learning ◽  
Digital Divide ◽  
Rural Areas ◽  
New Technologies ◽  
Rapid Development ◽  
Web Based ◽  
Wrong Side ◽  
Digital Divides ◽  
Closing The Gap ◽  
Postal Mail

In no field have we witnessed a greater impact of emerging technologies than in that of distance learning. Correspondence courses using printed material and postal mail have been replaced by Web-based courses with the potential to make learning available to anyone, anywhere at anytime. This potential cannot be realized, however, unless two digital divides are eliminated. Some people are on the wrong side of the first “digital divide” between the technology “haves” and the technology “have-nots”. The benefits of technology are less available to those who are poor, who live in rural areas, who are members of minority racial or ethnic groups, and/or who have disabilities (Kaye, 2000; U.S. Department of Commerce, 1999). Lack of access to new technologies limits their options for taking and teaching technology-based courses. This is true for individuals with disabilities, even though the rapid development of assistive technology makes it possible for an individual with almost any type of disability to operate a computer (2003 Closing the Gap Resource Directory, 2003). Unfortunately, many people with disabilities still do not have access to these empowering tools, putting them on the “have not” side of the first digital divide.

Towards full digital inclusion: the ENTELIS manifesto against the digital divide

2016 ◽  
Vol 10 (3) ◽  
pp. 171-174 ◽  
Author(s):  
Katerina Mavrou ◽  
Evert-Jan Hoogerwerf
Keyword(s):  
Assistive Technology ◽  
Digital Divide ◽  
People With Disabilities ◽  
Technology Enhanced Learning ◽  
Digital Inclusion ◽  
Persons With Disabilities ◽  
Content Type ◽  
Raising Awareness ◽  
Qualitative Methodologies ◽  
Inclusive Society

Purpose The purpose of this paper is to present the work of the European Network for Technology Enhanced Learning in an Inclusive Society project, which addresses the challenges of the digital divide for people with disabilities of all ages. Design/methodology/approach The project employs a number of activities and approaches which involve people with disabilities and other stakeholders, in order collect scientific knowledge, views, suggestions and experiences that will help in bridging the digital divide. These include literature review and qualitative methodologies of data collection, such as interviews with stakeholders, focus groups and living labs. Findings The benefits of (assistive) technology in the lives of people with disabilities are highly appreciated. However, a number of barriers, including lack of digital skills are identified. Thus the development of (assistive) technology competencies programmes is suggested. In addition, there is evidence of the need to further involve all stakeholders and increase awareness. Social implications The most important implication of the project is the production of the manifesto against the digital divide. With this document the project consortium justifies for action on raising awareness regarding the rights of persons with disabilities of all ages to be digitally included. Originality/value The value of the project lies upon the publication of the manifesto against the digital divide, which has already been endorsed by a number of organisations in Europe and elsewhere, with the aspiration of influencing policy makers and practitioners to collaborate in order to bridge the digital divide.

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