Students with Disabilities and eLearning in Australia: Experiences of Accessibility and Disclosure at Curtin University
Students with Disabilities and eLearning in Australia: Experiences of Accessibility and Disclosure at Curtin University
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DOI：
10.1007/s11528-018-0337-y
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发表时间：
2018-11-01
期刊：
影响因子：
2.5
通讯作者：
Giles, Matt
中科院分区：
文献类型：
--
作者：
Kent, Mike;Ellis, Katie;Giles, Matt
本文报道了一项针对澳大利亚科廷大学残疾学生及其在线学习经历的研究。结果与澳大利亚开放大学（OUA）学生的早期研究（Kent 2016）进行了比较。结果证实了早期研究的发现，即这些学生被电子学习所吸引。研究证实，精神疾病和医疗残疾是澳大利亚残疾学生中最常见的两种损伤类型，同时需要重新考虑电子学习的通用设计，以更好地适应这些学生。调查还发现，学生们难以访问在线平台，尤其是学校直接提供的平台。这项调查证实，科廷大学的学生比OUA的学生更了解可以帮助他们学习的住宿。它还表明，当使用时，这些住宿更成功。然而，该研究还报告说，科廷大学的学生更有可能不会在学习中透露自己的残疾。
This article reports on a study into students with disabilities and their experiences of eLearning at Curtin University in Australia. The results are compared to an earlier study of students at Open Universities Australia (OUA) (Kent 2016). The results confirm the earlier study's findings that these students are drawn to eLearning. The prevalence of mental illness and medical disabilities as the two most frequent impairment types amongst students with disabilities in Australia was confirmed, along with a need to rethink universal design for eLearning to better accommodate these students. It also finds that the students had difficulty accessing online platforms and notably those provided directly by the university. This survey confirmed that students at Curtin University were more aware than their OUA counterparts of accommodations that could be made to help with their studies. It also showed that, when used, those accommodations were more successful. However, the study also reported that Curtin University students were more likely to not disclose their disability as part of their studies.