2009 Canadian e-Learning Conference Program

Accessibility and Equality in Online Learning Environments: Instructional Technology Use for Students with Learning Disabilities

Session Title: Accessibility and Equality in Online Learning Environments: Instructional Technology Use for Students with Learning Disabilities

Time & Date: 12:40 P.M. – 1:55 P.M., Wednesday, June 17, 2009

Location: Student Union Building (SUB) Partyroom

Session Description: While some forms of instructional technology has been shown to benefit students with learning disabilities (Schwabing, 2006), the use of online learning activities can also cause difficulties. Recent studies show that students with learning disabilities can be less likely to thrive in an e-learning environment (Woodfine, Baptista Nunes & Wright, 2006; Fichten, Asuncion, Barile, Fossey & de Simone, 2000).

Synchronous, and to a lesser extent asynchronous activities, may induce demotivation, disappointment, and perceived marginalization in students with learning disabilities. Mortimore and Crozier (2006) suggest that learning disabled learners in synchronous settings may suffer from embarrassment and guilt about their ability to interact with others online, contributing to the low self-esteem and high anxiety commonly observed in students with such disabilities. Ultimately, this attitude can result in reduced academic performance and withdrawal (Woodfine, Baptista Nunes & Wright, 2006). Hanafin, Shevlin, Kenny, and McNeela (2007) echo these difficulties and their effects on attitude in studies of asynchronous online learning.

Existing research suggests the significance of learning disabilities as a variable in e-Learning, and establishes the necessity for adjustments and alternatives to online learning activities, as well as continual evaluation and understanding of specialized learner needs for consideration in employment of technology. This poster outlines a programme of research with students with learning disabilities that examines their attitudes toward instructional technology use as well as the frequency and ease of general technology use.

Conference Stream: Research

Session Format: Poster Presentation

Presenter: Leigh Mijin Yang

Presenter Bio: Leigh Yang has recently completed a BA in psychology from the University of Alberta. Her research interests include developmental psychology, learning disabilities, and school-based prevention and intervention practices.

a place of mind, The University of British Columbia

UBC Sites

Emergency Procedures | Accessibility | Contact UBC  | © Copyright The University of British Columbia