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Exploring the technology experiences of disabled learners in higher education: challenges for the use and development of participatory research methods

Exploring the technology experiences of disabled learners in higher education: challenges for the use and development of participatory research methods
Exploring the technology experiences of disabled learners in higher education: challenges for the use and development of participatory research methods
There is a need for more in-depth exploration of the e-learning experiences of disabled learners in higher education, taking into account the complex relationship between learners (skills, knowledge and beliefs), their assistive technologies and the e-learning contexts in which learners are required to operate. Participatory methods appear to have great potential in enabling the voice of disabled learners to be a more central focus of e-learning studies. This paper will describe and evaluate a two-year research project called LExDis, which aims to use participatory methods to explore the e-learning experiences of disabled learners in one higher education institution. The experience of conducting phase one of the LExDis project will be discussed with regards to three main challenges to using participatory methods: informed participation; valued participation; and empowered participation.
e-learning, assistive technology, higher education, participatory research
4-15
Seale, J.
2de0b35b-7052-4b12-b312-49e8f86a9ad3
Wald, M.
90577cfd-35ae-4e4a-9422-5acffecd89d5
Draffan, E.A.
021d4f4e-d269-4379-ba5a-7e2ffb73d2bf
Seale, J.
2de0b35b-7052-4b12-b312-49e8f86a9ad3
Wald, M.
90577cfd-35ae-4e4a-9422-5acffecd89d5
Draffan, E.A.
021d4f4e-d269-4379-ba5a-7e2ffb73d2bf

Seale, J., Wald, M. and Draffan, E.A. (2008) Exploring the technology experiences of disabled learners in higher education: challenges for the use and development of participatory research methods. Journal of Assistive Technologies, 2 (3), 4-15.

Record type: Article

Abstract

There is a need for more in-depth exploration of the e-learning experiences of disabled learners in higher education, taking into account the complex relationship between learners (skills, knowledge and beliefs), their assistive technologies and the e-learning contexts in which learners are required to operate. Participatory methods appear to have great potential in enabling the voice of disabled learners to be a more central focus of e-learning studies. This paper will describe and evaluate a two-year research project called LExDis, which aims to use participatory methods to explore the e-learning experiences of disabled learners in one higher education institution. The experience of conducting phase one of the LExDis project will be discussed with regards to three main challenges to using participatory methods: informed participation; valued participation; and empowered participation.

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More information

Submitted date: 2008
Published date: 2008
Keywords: e-learning, assistive technology, higher education, participatory research
Organisations: Web & Internet Science

Identifiers

Local EPrints ID: 266641
URI: http://eprints.soton.ac.uk/id/eprint/266641
PURE UUID: 2a67c220-e470-4710-9745-87ea1d39042e
ORCID for E.A. Draffan: ORCID iD orcid.org/0000-0003-1590-7556

Catalogue record

Date deposited: 09 Sep 2008 12:39
Last modified: 15 Mar 2024 03:28

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Contributors

Author: J. Seale
Author: M. Wald
Author: E.A. Draffan ORCID iD

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