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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.
4-15
Seale, Jane
0690bf9a-2457-4b75-a13f-4236202ca787
Wald, Mike
90577cfd-35ae-4e4a-9422-5acffecd89d5
Draffan, E.A.
021d4f4e-d269-4379-ba5a-7e2ffb73d2bf
Seale, Jane
0690bf9a-2457-4b75-a13f-4236202ca787
Wald, Mike
90577cfd-35ae-4e4a-9422-5acffecd89d5
Draffan, E.A.
021d4f4e-d269-4379-ba5a-7e2ffb73d2bf

Seale, Jane, Wald, Mike 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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Published date: 2008
Organisations: Web & Internet Science

Identifiers

Local EPrints ID: 266641
URI: https://eprints.soton.ac.uk/id/eprint/266641
PURE UUID: 2a67c220-e470-4710-9745-87ea1d39042e

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Date deposited: 09 Sep 2008 12:39
Last modified: 18 Jul 2017 07:14

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Contributors

Author: Jane Seale
Author: Mike Wald
Author: E.A. Draffan

University divisions

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