关键词

学习生态,可访问性,电子学习,残疾,PLE,文本转译,辅助技术

摘要

电子学习环境对其功能和所供资源质量都加以增强,因而简化了适用于残疾学生的学习生态的创造。注册在线课程的残疾学生数量之小,而各自残障又如此特殊,这使量化和识别采用何种适当支持手段变得困难。我们的工作在两个关键方面为科研有所贡献:1)辨识这些学生遇到了哪些障碍,及用来创造学习生态的哪些工具适用于他们的残障情况;2)提出了一个案例研究结果,案中 161位残疾情况确知的学生评估了高等教育研究中使用在线学习环境的效率和难易。研究强调,我们需要提供有字幕的多媒体材料,转译成文字,和可以选择下载编辑,这样学生才能根据需要和自己的学习方式加以利用。

查看信息图

参考资料

Link Google Scholar

Barron, B. (2004). Learning ecologies for technological fluency: Gender and experience differences. Journal of Educational Computing Research, 31(1), 1-36. https://doi.org/10.2190/1n20-vv12-4rb5-33va

Link DOI | Link Google Scholar

Bryant, B.R., Rao, K., & Ok, M.W. (2014). Universal design for learning and assistive technology. Advances in Medical Technologies and Clinical Practice, 11-26. https://doi.org/10.4018/978-1-4666-5015-2.ch002

Link DOI | Link Google Scholar

Carbó-Badal, O., Castro-Belmonte, M., & Latorre-Dena, F. (2017). Red de servicios de apoyo a personas con discapacidad en la universidad. Gui?a de adaptaciones en la universidad. Prácticas innovadoras inclusivas: Retos y oportunidades. http://bit.ly/2N97kcK

Link Google Scholar

Choi, K.S., Cho, W.H., Lee, S., Lee, H., & Kim, C. (2004). The relationships among quality, value, satisfaction and behavioral intention in health care provider choice. Journal of Business Research, 57(8), 913-921. https://doi.org/10.1016/s0148-2963(02)00293-x

Link DOI | Link Google Scholar

Copper, M. (2006). Making online learning accessible to disabled students: An institutional case study. Research in Learning Technology, 14(1). https://doi.org/10.3402/rlt.v14i1.10936

Link DOI | Link Google Scholar

Cronin, J.J., & Taylor, S.A. (1992). Measuring service quality: A reexamination and extension. Journal of Marketing, 56(3), 55. https://doi.org/10.2307/1252296

Link DOI | Link Google Scholar

Davis, F.D., Bagozzi, R.P., & Warshaw, P.R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35(8), 982-1003. https://doi.org/10.1287/mnsc.35.8.982

Link DOI | Link Google Scholar

Díez-Gutiérrez, E., & Díaz-Nafría, J.M. (2018). Ubiquitous learning ecologies for a critical. [Ecologías de aprendizaje ubicuo para la ciberciudadanía crítica]. Comunicar, 26, 49-58. https://doi.org/10.3916/c54-2018-05

Link DOI | Link Google Scholar

Faraone, S.V., Biederman, J., & Micj, E. (2005). The age-dependent decline of attention deficit hyperactivity disorder: A meta-analysis of follow-up studies. Psychological Medicine, 36(2), 159-165. https://doi.org/10.1017/s003329170500471x

Link DOI | Link Google Scholar

Fuertes, J.L., González, A.L., Mariscal-Vivas, G., & Ruiz, C. (2005). Herramientas de apoyo a la educación de personas sordas en la universidad española. Enseñanza, 430, 45-52. http://bit.ly/2YVRklN

Link Google Scholar

Fundación Vodafone (Ed.) (2013). Acceso y uso de las TIC por las personas con discapacidad. Conclusiones y resumen ejecutivo. Madrid: Vodafone. http://bit.ly/2KOSpBO

Link Google Scholar

González-Sanmamed, M., Sangrà, A., Souto-Seijo, A., & Estévez-Blanco, I. (2018). Ecologías de aprendizaje en la era digital: Desafíos para la educación superior. Publicaciones, 48(1). https://doi.org/10.30827/publicaciones.v48i1.7329

Link DOI | Link Google Scholar

Gutiérrez, P., & Martorell, A. (2011). People with intellectual disability and ICTs. [Las personas con discapacidad intelectual ante las TIC]. Comunicar, 18, 173-180. https://doi.org/10.3916/C36-2011-03-09

Link DOI | Link Google Scholar

Jackson, N.J. (2013). The concept of learning ecologies. In N. Jackson, & G.B. Cooper (Eds.), Life-wide learning, education and personal development. http://bit.ly/2N8UZ8B

Link Google Scholar

Jiménez-Lara, A., & Huete-García, A. (2016). Informe Olivenza 2016, sobre la situación de la discapacidad en España. In Olivenza: Observatorio Estatal de la Discapacidad (pp. 1-698). http://bit.ly/2zgB2ER

Link Google Scholar

Lancheros-Cuesta, D.J., & Carrillo-Ramos, A. (2012). Modelo de adaptación basado en preferencias en ambientes virtuales de aprendizaje para personas con necesidades especiales. Avances: Investigación en Ingeniería, 9(1), 111-119. http://bit.ly/2KXEERA

Link Google Scholar

Liaw, S.S. (2008). Investigating students’ perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the blackboard system. Computers & Education, 51(2), 864-873. https://doi.org/10.1016/j.compedu.2007.09.005

Link DOI | Link Google Scholar

Liu, I.F., Chen, M.C., Sun, Y.S., Wible, D., & Kuo, C.H. (2010). Extending the TAM model to explore the factors that affect Intention to use an online learning community. Computers & Education, 54(2), 600-610. https://doi.org/10.1016/j.compedu.2009.09.009

Link DOI | Link Google Scholar

Luckin, R. (2008). The learner centric ecology of resources: A framework for using technology to scaffold learning. Computers & Education, 50(2), 449-462. https://doi.org/10.1016/j.compedu.2007.09.018

Link DOI | Link Google Scholar

Luckin, R. (2010). Re-designing learning contexts. Technology-rich, learner-centred ecologies. London: Routledge. https://doi.org/10.4324/9780203854754

Link DOI | Link Google Scholar

Meyer, A., & Rose, D.H. (2000). Universal design for individual differences. Educational Leadership, 58(3), 39-43. http://bit.ly/2YXkFMG

Link Google Scholar

Oh, H. (1999). Service quality, customer satisfaction, and customer value: A holistic perspective. International Journal of Hospitality Management, 18(1), 67-82. https://doi.org/10.1016/s0278-4319(98)00047-4

Link DOI | Link Google Scholar

ONCE (Ed.) (n.d). Concepto de ceguera y deficiencia visual. Madrid: Organización Nacional de Ciegos Españoles. http://bit.ly/2KWF3on

Link Google Scholar

Perelmutter, B., McGregor, K.K., & Gordon, K.R. (2017). Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis. Computers & Education, 114, 139-163. https://doi.org/10.1016/j.compedu.2017.06.005

Link DOI | Link Google Scholar

Robles-Gómez, A., Ros, S., Hernández, R., Tobarra, L., Caminero, A.C., & Agudo, J.M. (2015). User acceptance of a proposed self-evaluation and continuous assessment system. Journal of Educational Technology & Society, 18(2), 97-109. http://bit.ly/2Hbfn5a

Link Google Scholar

Rodríguez-Martín, A. (2017). Prácticas innovadoras inclusivas: Retos y oportunidades. Oviedo: Universidad de Oviedo. http://bit.ly/2KD3sPJ (2019-08-26)

Link Google Scholar

Romero, J.F., & Cerván, R.L. (2006). Dificultades en el aprendizaje: Unificación de criterios diagnósticos. Sevilla: Consejería de Educación de la Junta de Andalucía. http://bit.ly/2MnqaNM

Link Google Scholar

Sancho, J.M. (2008). De TIC a TAC, el difícil tránsito de una vocal. Investigación en la Escuela, 64, 19-30. http://bit.ly/2OZcj2p

Link Google Scholar

Santos-Caamaño, F.J., González-Sanmamed, M., & Muñoz-Carril, P.C. (2018). El desarrollo de las ecologías de aprendizaje a través de las herramientas en línea. Diálogo Educacional, 18(56). https://doi.org/10.7213/1981-416x.18.056.ds06

Link DOI | Link Google Scholar

Sanz-Troyano, E., Torrente, J., Moreno-Ger, P., & Fernández-Manjón, B. (2010). Introduciendo criterios de accesibilidad en una herramienta de juegos educativos. Valencia: XI Simposio Nacional de Tecnologías de la Información y las Comunicaciones en la Educación (SINTICE). https://doi.org/10.1007/s10461-007-9317-5

Link DOI | Link Google Scholar

Spreng, R.A., & Mackoy, R.D. (1996). An empirical examination of a model of perceived service quality and satisfaction. Journal of Retailing, 72(2), 201-214. https://doi.org/10.1016/s0022-4359(96)90014-7

Link DOI | Link Google Scholar

Suh, C.K., & Lee, T.H. (2007). User acceptance of e-learning for voluntary studies. In 2007 Proceedings of the WSEAS International Conference on Computer Engineering and Applications (pp. 538-544). Gold Coast: Australia. http://bit.ly/2N6wxom

Link Google Scholar

Tabuenca, B., & Rodrigo, C. (2019). Representación de ecologías de aprendizaje en estudiantes con discapacidades (Version 2). https://doi.org/10.6084/m9.figshare.9611345.v2

Link DOI | Link Google Scholar

Tabuenca, B., Ternier, S., & Specht, M. (2013). Supporting lifelong learners to build personal learning ecologies in daily physical spaces. International Journal of Mobile Learning and Organisation, 7(3/4), 177. https://doi.org/10.1504/ijmlo.2013.057160

Link DOI | Link Google Scholar

Venegas-Sandoval, C.A., & Mansilla-Gómez, G.M. (2017). Accesibilidad en web para personas con discapacidad visual. Síntesis Tecnológica, 2(1), 1-10. https://doi.org/10.4206/sint.tecnol.2005.v2n1-01

Link DOI | Link Google Scholar

Venkatesh, V. (2000). Determinants of perceived ease of use: Integrating control, intrinsic motivation, and emotion into the technology acceptance model, 11(4), 342-365. Information Systems Research. https://doi.org/10.1287/isre.11.4.342.11872

Link DOI | Link Google Scholar

Virtanen, M.A., Haavisto, E., Liikanen, E., & Kääriäinen, M. (2018). Ubiquitous learning environments in higher education: A scoping literature review. Education and Information Technologies, 23(2), 985-998. https://doi.org/10.1007/s10639-017-9646-6

Link DOI | Link Google Scholar

Williams, P., Jamali, H.R., & Nicholas, D. (2006). Using ICT with people with special education needs: What the literature tells us. Aslib Proceedings, 58(4), 330–345. https://doi.org/10.1108/00012530610687704

Link DOI | Link Google Scholar

Yi, M.Y., & Hwang, Y. (2003). Predicting the use of web-based information systems: Self-efficacy, enjoyment, learning goal orientation, and the technology acceptance model. International Journal of Human-Computer Studies, 59(4), 431-449. https://doi.org/10.1016/S1071-5819(03)00114-9

Link DOI | Link Google Scholar

Zubillaga-del-Río, A., & Alba-Pastor, C. (2013). Disability in the perception of technology among university students. [La discapacidad en la percepción de la tecnología entre estudiantes universitarios]. Comunicar, 20, 165-172. https://doi.org/10.3916/c40-2013-03-07

Link DOI | Link Google Scholar

Crossmark

技术信息

收到: 30-05-2019

修订: 10-07-2019

公认: 01-08-2019

First Online: 15-11-2019

发布日期: 01-01-2020

文章修改时间: 41 天 | 期刊编号的平均时间修订 62: 40 天

文章接受时间: 63 天 | 期刊编号的平均接受时间 62: 72 天

预印本编辑时间: 171 天 | 期刊编号的平均编辑时间预印 62: 176 天

文章编辑时间: 216 天 | 期刊编号的平均编辑时间 62: 221 天

度量

这篇文章的度量

浏览次数: 10854

对摘要的解读: 9605

PDF下载: 1249

的全部指标 62

浏览次数: 130539

对摘要的解读: 111729

PDF下载: 18810

被引用

引述 Web of Science

目前没有引用这个文件

引述 Scopus

目前没有引用这个文件

引述 Google Scholar

Desbrow, J. M., Criado, M. A., & García, A. H. (2020). Autopercepción de la experiencia de aprendizaje en el entorno virtual en jóvenes universitarios con discapacidad intelectual. Revista de Estilos de Aprendizaje, 13(Especial), 140-156.

http://revistaestilosdeaprendizaje.com/article/view/2243

下载

替代指标

如何引用

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

分享

           

邮政信箱 527

21080 韦尔瓦(西班牙)

行政管理

编辑部

Creative Commons

本网站使用cookies来获取用户导航的统计数据。如果您继续浏览,我们认为您接受其使用。 +info X