Palavras chave

Ecologia de aprendizagem, acessibilidade, ensino virtual, deficiência, ambiente pessoal de aprendizagem, transcrições, tecnologia assistiva

Resumo

Os ambientes de aprendizagem online estão melhorando suas funcionalidades e a qualidade dos recursos, o que permite que os estudantes com deficiência possam criar e adaptar suas próprias ecologias de aprendizagem com mais facilidade. Normalmente, o número de alunos com deficiência matriculados é tão pequeno, e suas deficiências tão particulares que é difícil identificar e quantificar quais medidas de assistência são relevantes para esse grupo em geral. O objetivo deste trabalho é explicar como os estudantes em ambientes online aprendem, dependendo de sua deficiência e das características do ambiente. De forma consistente, definem-se cinco ecologias de aprendizagem que são mais frequentes. Este trabalho contribui para a literatura científica em dois aspectos fundamentais: 1) identifica as barreiras encontradas por esses estudantes online, as ferramentas de apoio que eles utilizam e como as combinam para formar ecologias de aprendizagem adaptadas a deficiências específicas; 2) apresenta os resultados nos quais 161 estudantes com deficiência reconhecida avaliam a eficiência e a facilidade de uso de um ambiente de aprendizagem online no âmbito universitário. Destaca-se a necessidade de fornecer elementos multimídia com legendas, transcrições de texto e a opção de que sejam baixáveis e editáveis para que o estudante possa adaptá-los às suas necessidades e estilo de aprendizagem.

Ver infografia

Referências

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

Fundref

Crossmark

Technical information

Recebido: 30-05-2019

Revisado: 10-07-2019

Aceite: 01-08-2019

OnlineFirst: 15-11-2019

Data de publicação: 01-01-2020

Tempo de revisão do artigo: 41 dias | Tempo médio de revisão do número 62: 40 dias

Tempo de aceitação do artigo: 63 dias | Tempo médio de aceitação do número 62: 72 dias

Tempo de edição da pré-impressão: 171 dias | Tempo médio de edição pré-impressão do número 62: 176 dias

Tempo de processamento do artigo: 216 dias | Tempo médio de processamento do número 62: 221 dias

Métricas

Métricas deste artigo

Vistas: 24261

Leituras dos resumos: 21687

Descargas em PDF: 2574

Métricas completas do Comunicar 62

Vistas: 286803

Leituras dos resumos: 245408

Descargas em PDF: 41395

Citado por

Citas em Web of Science

Perera, Victor H.; Morina, Anabel; Sanchez-Diaz, Nieves; Spinola-Elias, Yolanda; . Technological Platforms for Inclusive Practice at University: A Qualitative Analysis from the Perspective of Spanish Faculty Members SUSTAINABILITY, 2021.

https://doi.org/10.3390/su13094755

Reyes, Jose Israel; Meneses, Julio; Melian, Efrem; . A systematic review of academic interventions for students with disabilities in Online Higher Education Journal of Universal Computer Science, 2000.

https://doi.org/10.1080/08856257.2021.1911525

Penarrubia-Lozano, Carlos; Segura-Berges, Manuel; Lizalde-Gil, Manuel; Bustamante, Juan Carlos; . A Qualitative Analysis of Implementing E-Learning during the COVID-19 Lockdown COMPUTERS & EDUCATION, 2021.

https://doi.org/10.3390/su13063317

Garcia-Prieto, V; Aguaded, I and Garcia-Rojas, AD. Diversity and public television: analysis of subtitling as an accessibility service COMMUNICATION & SOCIETY-SPAIN, 2022.

https://doi.org/10.15581/003.35.2.121-135

Garcia-Prieto, Victoria; Aguaded, Ignacio; . The accessibility of BBC television to users with disabilities: from the law to user satisfaction HIKMA, 2021.

https://doi.org/10.3145/epi.2021.sep.18

Morina, Anabel; Orozco, Inmaculada; . Inclusive faculty members who teach student teachers: an analysis from the learning ecologies framework INNOVATION-THE EUROPEAN JOURNAL OF SOCIAL SCIENCE RESEARCH, 2000.

https://doi.org/10.1080/13603116.2021.2015629

Iniesto, Francisco; Tabuenca, Bernardo; Rodrigo, Covadonga; Tovar, Edmundo; . Challenges to Achieving a More Inclusive and Sustainable Open Education EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES, 2021.

https://doi.org/10.5334/jime.679

Curioso-Vilchez, Ivan Carlos; . The use of the Internet as a socialization tool in adults with cerebral palsy in Brazil RESEARCH IN DEVELOPMENTAL DISABILITIES, 2021.

https://doi.org/10.5569/2340-5104.09.02.04

Desbrow, JM; Criado, MA and Garcia, AH. Self-perception of the learning experience in the virtual environment in young university students with intellectual disabilities JOURNAL OF LEARNING STYLES, 2020.

Link Google Scholar

Citas em Scopus

Peñarrubia-Lozano, C., Segura-Berges, M., Lizalde-Gil, M., Bustamante, A.J.C. . A qualitative analysis of implementing e-learning during the covid-19 lockdown), Sustainability (Switzerland), .

https://doi.org/10.3390/su13063317

Reyes, J.I., Meneses, J., Melián, E. . A systematic review of academic interventions for students with disabilities in Online Higher Education), European Journal of Special Needs Education, .

https://doi.org/10.1080/08856257.2021.1911525

Perera, V.H., Moriña, A., Sánchez‐díaz, N., Spínola‐elias, Y. . Technological platforms for inclusive practice at university: A qualitative analysis from the perspective of spanish faculty members), Sustainability (Switzerland), .

https://doi.org/10.3390/su13094755

Al-Ramamneh, A.K.S. . Assessing distance- education services for students with learning difficulties during the corona pandemic), Cypriot Journal of Educational Sciences, .

https://doi.org/10.18844/cjes.v16i5.6225

García-Prieto, V., Aguaded, I. . The accessibility of bbc television to users with disabilities: From the law to user satisfaction), Profesional de la Informacion, .

https://doi.org/10.3145/epi.2021.sep.18

Citas em 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

Peñarrubia-Lozano, C., Segura-Berges, M., Lizalde-Gil, M., & Bustamante, J. C. (2021). A Qualitative Analysis of Implementing E-Learning during the COVID-19 Lockdown. Sustainability, 13(6), 3317.

https://www.mdpi.com/2071-1050/13/6/3317

Roma, M. C. (2021). La accesibilidad en los entornos educativos virtuales: Una revisión sistemática. Revista Científica Arbitrada de la Fundación MenteClara, 6.

https://fundacionmenteclara.org.ar/revista/index.php/RCA/article/view/219

Perera, V. H., Moriña, A., Sánchez-Díaz, N., & Spínola-Elias, Y. (2021). Technological Platforms for Inclusive Practice at University: A Qualitative Analysis from the Perspective of Spanish Faculty Members. Sustainability, 13(9), 4755.

https://www.mdpi.com/1084188

Reyes, J. I., Meneses, J., & Melián, E. (2021). A systematic review of academic interventions for students with disabilities in Online Higher Education. European Journal of Special Needs Education, 1-18.

https://www.tandfonline.com/doi/abs/10.1080/08856257.2021.1911525

Souto-Seijo, A. (2020). Ecologías de aprendizaje de los docentes universitarios de Ingeniería y Arquitectura.

https://ruc.udc.es/dspace/handle/2183/27079

Buren, C. A. (2021). A Phenomenological Study of Post-Secondary Instructors Experiences of 3D Holographic Programming on Adults with Learning Disabilities in an Online Class (Doctoral dissertation, Northcentral University).

...

Baixar

Métricas alternativas

Como citar

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

Compartilhar

           

Caixa Postal 527

21080 Huelva (Espanha)

Administração

Redação

Creative Commons

Este site usa cookies para obter dados estatísticos sobre a navegação de seus usuários. Se você continuar navegando, consideramos que você aceita seu uso. +info X