Palabras clave

Ecología de aprendizaje, accesibilidad, enseñanza virtual, discapacidad, entorno personal de aprendizaje, transcripciones, tecnología de asistencia

Resumen

Los entornos de aprendizaje en línea están mejorando sus funcionalidades y la calidad de los recursos, facilitando que estudiantes con discapacidad puedan crear y adaptar sus propias ecologías de aprendizaje. Normalmente, el número de estudiantes con discapacidad matriculados es tan residual y sus discapacidades tan particulares, que resulta difícil identificar y cuantificar qué medidas de asistencia son relevantes para este colectivo en general. El objetivo de este trabajo es hacer entender cómo aprenden los estudiantes en entornos en línea dependiendo de su discapacidad y de las características del entorno. Consistentemente, se definen cinco ecologías de aprendizaje que son más frecuentes. Este trabajo contribuye a la literatura científica en dos aspectos fundamentales: 1) identificar qué barreras se encuentran, qué herramientas de apoyo utilizan los estudiantes online con discapacidad y cómo las combinan para formar ecologías de aprendizaje adaptadas a discapacidades específicas; 2) presentar los resultados en los que 161 estudiantes con discapacidad reconocida evalúan la eficiencia y facilidad de uso de un entorno de aprendizaje online en el ámbito universitario. Se resalta la necesidad de proveer elementos multimedia con subtítulos, transcripciones de texto, y la opción de que sean descargables y editables para que el estudiante pueda adaptarlos a sus necesidades y estilo de aprendizaje.

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Rodrigo, C., & Tabuenca, B. (2020). Learning ecologies in online students with disabilities. [Ecologías de aprendizaje en estudiantes online con discapacidades]. Comunicar, 62, 53-65. https://doi.org/10.3916/C62-2020-05

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