Exploring disabled learners’ experiences of e-learning: LEXDIS Project Report

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Description/Abstract

The LEXDIS Project was funded under phase two of the JISC e-learning pedagogy programme. The overarching aim of the study was to explore the e-learning experiences of disabled learners within the University of Southampton in order to
increase understanding of the many complex issues and interactions introduced by disabled learners’ requirements for accessible e-learning, compatible assistive technologies and effective learning support.

Linked to the overarching aim of exploring the e-learning experiences of disabled learners, the LEXDIS Project had a related objective which is to develop usercentred methodologies for eliciting the e-learning experiences of disabled students and to disseminate these widely in order to promote a participatory
approach to designing and evaluating e-learning.

With regards to the participation of learners in the LEXDIS project, there were three key phases of participation:
• Phase One: Consultation regarding proposed research questions and research methods;
• Phase Two: Opportunity to contribute own experiences of using e-learning;
• Phase Three: Opportunity to validate and interpret the results of the study and to contribute to the design, content and dissemination of project deliverables and outcomes.

The data collection tools that were used in this project consisted of an online survey; interview plus and focus groups. These data collection tools have been used in both participatory design and learning disability related participatory research.

The LEXDIS project recruited 30 participants from the University of Southampton who participated in all three phases of the project. The results are presented in main themes:

Use of technologies to support study
Use of social networking tools to support learning
Influence and impact of assistive technologies on learning:
Disabled learners’ feelings about technology
Influence of pre-university education on technology use
The role and nature of technology related support
Significant factors that influence technology use.

Six key recommendations are drawn out from the results from the LEXDIS that can inform the practice of lecturers, support staff and learning technologists within Higher Education Institutions. The majority of these recommendations are
based around recognition of where difficulties lie for disabled students.