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: 40949

Leituras dos resumos: 36874

Descargas em PDF: 4075

Métricas completas do Comunicar 62

Vistas: 485508

Leituras dos resumos: 421136

Descargas em PDF: 64372

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

She, LN and Martin, F. Systematic Review (2000 to 2021) of Online Accessibility Research in Higher Education AMERICAN JOURNAL OF DISTANCE EDUCATION, 2022.

https://doi.org/10.1080/08923647.2022.2081438

Baldiris, S; Vargas, D; (...); Burgos, D. Evaluation of authoring tools under ATAG and WCAG recommendations UNIVERSAL ACCESS IN THE INFORMATION SOCIETY, 2022.

https://doi.org/10.1007/s10209-022-00904-9

Lin, CM. Assessment of the Accessibility of the Integrated Information System for People with Disabilities JOURNAL OF LIBRARY AND INFORMATION STUDIES, 2022.

https://doi.org/10.6182/jlis.202212_20(2).129

Reyes, JI; Meneses, J and Xavier, M. Suitability of Online Higher Education for Learners with Disabilities: The Students' Voices JOURNAL OF SPECIAL EDUCATION TECHNOLOGY, 2022.

https://doi.org/10.1177/01626434221131772

Daza, MCS and Sanchez, M. Technologies as a mediating element of processes of digital self-inclusion of rural womenRF PIXEL-BIT- REVISTA DE MEDIOS Y EDUCACION, 2022.

https://doi.org/10.12795/pixelbit.93288

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

García-Prieto, V., Aguaded, I., García-Rojas, A.D.. Diversity and public television: analysis of subtitling as an accessibility service), Diversity and public television: analysis of subtitling as an accessibility service, .

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

She, L., Martin, F.. Systematic Review (2000 to 2021) of Online Accessibility Research in Higher Education), American Journal of Distance Education, .

https://doi.org/10.1080/08923647.2022.2081438

Iniesto, F., Tabuenca, B., Rodrigo, C., Tovar, E.. Challenges to Achieving a More Inclusive and Sustainable Open Education), Journal of Interactive Media in Education, .

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

Moriña, A., Orozco, I.. Inclusive faculty members who teach student teachers: an analysis from the learning ecologies framework), International Journal of Inclusive Education, .

https://doi.org/10.1080/13603116.2021.2015629

Daza, M.C.S., Sánchez, M.R.F.. Technologies as a mediating element of processes of digital self-inclusion of rural women), Pixel-Bit, Revista de Medios y Educacion, .

https://doi.org/10.12795/pixelbit.93288

Baldiris, S., Vargas, D., Garzón, J., Ávila-Garzón, C., Burgos, D. . Evaluation of authoring tools under ATAG and WCAG recommendations), Universal Access in the Information Society, .

https://doi.org/10.1007/s10209-022-00904-9

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

           

Oxbridge Publishing House

4 White House Way

B91 1SE Sollihul United Kingdom

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