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

Exploring disabled learners’ experiences of e-learning: LEXDIS Project Report
Exploring disabled learners’ experiences of e-learning: LEXDIS Project Report
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.
e-learning, disability, inclusion, participatory accessibility
University of Southampton
Seale, Jane
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Draffan, E.A
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Wald, Mike
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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 (2008) Exploring disabled learners’ experiences of e-learning: LEXDIS Project Report Southampton, UK. University of Southampton 161pp. ,

Record type: Monograph (Project Report)

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.

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More information

Published date: December 2008
Keywords: e-learning, disability, inclusion, participatory accessibility

Identifiers

Local EPrints ID: 64850
URI: https://eprints.soton.ac.uk/id/eprint/64850
PURE UUID: f10212bd-55cc-4c35-9a01-0b6c77e1268a

Catalogue record

Date deposited: 19 Jan 2009
Last modified: 17 Jul 2017 14:11

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Contributors

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

University divisions

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