Keywords

Learning ecology, accessibility, e-learning, disability, PLE, transcripts, assistive technology

Abstract

E-Learning environments are enhancing both their functionalities and the quality of the resources provided, thus simplifying the creation of learning ecologies adapted for students with disabilities. The number of students with disabilities enrolled in online courses is so small, and their impairments are so specific that it becomes difficult to quantify and identify which specific actions should be taken to support them. This work contributes to scientific literature with two key aspects: 1) It identifies which barriers these students encounter, and which tools they use to create learning ecologies adapted to their impairments; 2) It also presents the results from a case study in which 161 students with recognised disabilities evaluate the efficiency and ease of use of an online learning environment in higher education studies. The work presented in this paper highlights the need to provide multimedia elements with subtitles, text transcriptions, and the option to be downloadable and editable so that the student can adapt them to their needs and learning style.

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Technical information

Received: 30-05-2019

Revised: 10-07-2019

Accepted: 01-08-2019

First Online: 15-11-2019

Publication date: 01-01-2020

Article revision time: 41 days | Average time revision issue 62: 40 days

Article acceptance time: 63 days | Average time of acceptance issue 62: 72 days

Preprint editing time: 171 days | Average editing time preprint issue 62: 176 days

Article editing time: 216 days | Average editing time issue 62: 221 days

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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.

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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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