Digital agility and digital decision-making: conceptualising digital inclusion in the context of disabled learners in higher education
Digital agility and digital decision-making: conceptualising digital inclusion in the context of disabled learners in higher education
Digital inclusion in higher education has tended to be understood solely in terms of accessibility, which does little to further our understanding of the role technology plays in the learning experiences of disabled students. In this article, the authors propose a conceptual framework for exploring digital inclusion in higher education that attempts to broaden the way in which it is understood. The conceptual framework encompasses two strands: one that focuses on technology, personal and contextual factors, and one that focuses on resources and choices. This framework will be used to present and discuss the results of a study which aimed to explore the e-learning experiences of disabled students at one higher education institution. The discussion will focus particularly on concepts of digital agility and digital decision-making, and will consider the potential implications for the empowerment of disabled students.
lexdis, digital inclusion, participation, inclusion, disability, accessibility, assistive technologies, e?learning, technology, educational technology
445-461
Seale, Jane
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Draffan, E.A.
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Wald, Mike
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2010
Seale, Jane
0690bf9a-2457-4b75-a13f-4236202ca787
Draffan, E.A.
021d4f4e-d269-4379-ba5a-7e2ffb73d2bf
Wald, Mike
90577cfd-35ae-4e4a-9422-5acffecd89d5
Seale, Jane, Draffan, E.A. and Wald, Mike
(2010)
Digital agility and digital decision-making: conceptualising digital inclusion in the context of disabled learners in higher education.
Studies in Higher Education, 35 (4), .
(doi:10.1080/03075070903131628).
Abstract
Digital inclusion in higher education has tended to be understood solely in terms of accessibility, which does little to further our understanding of the role technology plays in the learning experiences of disabled students. In this article, the authors propose a conceptual framework for exploring digital inclusion in higher education that attempts to broaden the way in which it is understood. The conceptual framework encompasses two strands: one that focuses on technology, personal and contextual factors, and one that focuses on resources and choices. This framework will be used to present and discuss the results of a study which aimed to explore the e-learning experiences of disabled students at one higher education institution. The discussion will focus particularly on concepts of digital agility and digital decision-making, and will consider the potential implications for the empowerment of disabled students.
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Submitted date: June 2009
e-pub ahead of print date: 7 June 2010
Published date: 2010
Keywords:
lexdis, digital inclusion, participation, inclusion, disability, accessibility, assistive technologies, e?learning, technology, educational technology
Organisations:
Web & Internet Science
Identifiers
Local EPrints ID: 71809
URI: http://eprints.soton.ac.uk/id/eprint/71809
ISSN: 0307-5079
PURE UUID: e0f7f912-c6a0-468e-bc6a-ce186dcca7d5
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Date deposited: 04 Jan 2010
Last modified: 14 Mar 2024 02:52
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Author:
Jane Seale
Author:
E.A. Draffan
Author:
Mike Wald
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