technology accessibility survey for learners

This is in line with findings by Carney (2003) that appropriate selection of devices and technology, and subsequent training, is crucial for ensuring proper use of such devices. ICTs and Assistive Technology (AT) are offering new opportunities for everyone but they are becoming more significant for persons with disabilities (PWDs). For students with handwriting difficulties, being able to take notes on a laptop or computerized device (such as an iPad) can improve the quantity and quality of the notes (Vaughn & Bos, 2009). AHEAD is delighted to release 'Learning from Home During Covid-19: A Survey of Irish FET and HE Students with Disabilities' - a report gathering the findings of an AHEAD survey of learners with disabilities. It was administered twice with a time span of two weeks to 4 students with VI who were purposively selected from Kenya institute of special education, a location that was not used during the main study and Spearman rank order of correlation coefficient (Rho) was computed to determine the correlation between the results of the two administrations of the questionnaires. Doiron (2011) as cited in (Chaudhry, 2014) pointed out that reading materials in new electronic format is opening up new opportunities to bring reading to more people and suggested that schools and libraries should take advantage of this situation to promote reading. If this situation prevails, learners with visual impairment will continue lagging behind in the moving information world where knowledge is easily generated from the available electronic resources. Presence of adequate assistive technology. Service provision is a very important aspect in a library setting. The theory distinguished two types of learning: cognitive (meaningless) and experiential (significant). 4, pp. Many students stated that there was no such organized training at the section for users with special needs. This was done through expert judgment technique. Whether a material or technology is designed from the start to be accessible for all learners or is made accessible for learners with disabilities, it is considered AEM. Byerley and Chambers (2002) examined the accessibility of two databases (OCLC First search and Expanded Academic) by blind learners using screen readers. When the rating is arranged from very good (1) to below average (4), the staff scored 3 out of 4. and Chambers, M.B. She asked the students to state the reasons why they found AT available not useful. In line with the implementation of Flexible Learning Options, this Office requests the teachers especially the class adviser to facilitate our learners in accomplishing the Technology Accessibility Survey through this link bit.ly/DasmaTS2020.This will support the implementation of future endeavors relative to said intervention. Pro­vision of assistive equipment (adaptive, enabling, or access technology) will enable a user with visual impairment to access on-screen information receiv­ing output in a way that is appropriate to their needs. According to Dermody, database vendors are aware of the barriers their databases pose to learners who rely on screen readers. The Open University for example, often supplemented books with radio and television programmes or video/audio tapes. The Global Learner Survey’s top findings included: To view the findings of the Global Learner Survey, including full findings for the US visit: go.pearson.com/global-learner-survey. For those who indicated that the available assistive technology was not useful, the researcher further sought to know why they were not useful and yet AT was at least available. Learners and educators alike are often intimidated by—and even resistant to—the use of new technologies in a classroom setting. Think about an adult learner that simply uses Microsoft Windows® and only uses the built in web browser (Internet Explorer®): How would this affect them? Wednesday, 20th May 2020. Create your own online survey now with SurveyMonkey's expert certified FREE templates. Laptop computers and tablet devices are beneficial for students with learning disabilities because they are portable and lightweight. The use of the internet is becoming an essential part of day-to-day living. This 2007 study from the vendor’s perspective influenced the authors to conduct their own test using learners with print disabilities. The findings were as presented in figure 7: More than half of the students responded that they had not received any user education on how to access e-resources. Having enough and skilled staff in the necessary areas as per the specific needs of the library users is vital. Do you have access to a hotspot or WI-FI at home? Student response to e-books : study of attitude toward reading among elementary school children in Kuwait. e-book usage of graduate students studying educational sciences in turkiye, (January), 198–210. Horwath (2002) surveyed users who were blind or visually impaired on the usability of four databases and found that the design had the greatest impact on the accessibility of the databases. Doiron, R. (2011), “Using e-books and e-readers to promote reading in school libraries: lessons from the field”, paper presented at the IFLA Conference, 13-18 August, San Juan, Puerto Rico. Complete guide to survey questions with survey examples and sample survey questions that include question types, answer types and good questions for a survey like the Dichotomous Survey Question, Multiple Choice Question, Rank Order Scaling Question, Rating Scale Question, Semantic Differential Scale, Stapel Scale Question, Constant Sum Survey Questions and much more! doi:10.1108/07378831111116976. Research related to technology and innovation in education. Although some people stick to printed resources, the fact that electronic resources offer innovation and irresistible options in terms of cost and time is obvious. Further research in the area of web accessibility by learners with specific visual impairments (Blind, Low vision) was also recommended. Questionnaires with both open and closed ended questions were used to collect data from the learners while structured interviews were conducted for the staff. Online platforms like web pages are sources of information. This study therefore seeks to explore whether the web content is accessible to learners with visual impairment and what are the implications of this accessibility on information access which further influences their participation in the knowledge society. How successful is the use of adaptive technology on the e-platform? Often people will use a combination of the above technologies to enable them to read electronic print. Data analysis: Both quantitative and qualitative methods were used to analyze the collected data. The poll surveyed more than 7,000 people, ranging in age from 16 to 70. This has two implications for people who are visually impaired or blind. Learners know there is no going back to the pre-pandemic world. This is a reason good enough for the low usage of e-resources by students with visual impairment in the postmodern library. "English Language Learners (ELLs) are an educational priority in the United States as the country has become part of the global community because of technology and the interconnectedness of our cultures. These are all too common these days, however this could affect the way an adult learner can access learning tools. That is 80 learners with visual impairment and 5 staff members. Today, we can say that almost everything is having “electronic” prefix and the way to access information has changed substantially because of the many factors like fast advancements in computer technology and internet which is getting more and more widespread every day. The findings obtained were as presented in figure 2: The findings revealed that more than half of the students had received either formal or non formal training on the use of assistive technology. An evaluation of the functionality and accessibility of e-readers for individuals with print disabilities. Technology for learners with literacy difficulties is used widely in higher education, but not yet in schools. Web content accessibility guidelines were used as a measurement of accessibility. But now, ‘distance learning’ is primarily delivered as online learning. The findings were: both staff and users with visual impairment had average skills in assistive technology on the e-platform; information websites were not accessible by learners with visual impairment; use of assistive technology to access e-resources was challenged and that learners lacked adequate skills in accessing e-resources using AT. They found that vendors rated their products as mostly accessible. 2, pp. research instrument adequately covered the area being studied. This is also supported by a study carried out in Canada by Dermody & Majekodunmi (2011) who stated that there is no doubt that technology has opened the door for students with disabilities. (2014). For example, the University of Edinburgh have developed learner-led accredited assessments that … In addition, this will make them remain irrelevant in the current knowledge society. In addition, it would be an eye opener for future researchers in the area of assistive technology and web accessibility for learners with visual impairment. California: C.E. Carney, S. (2003). For example, they may use speech output predominantly, with Braille output to verify unusual spellings or language. The students were asked to rate their abilities on the use of assistive technology and the findings were as presented in figure 3: Out of the total students who had indicated earlier that they had received training on the use of adaptive technology, majority rated themselves as having good assistive technology skills. From an accessibility perspective this has at least allowed standard approaches to be developed to try to ensure that all users are able to access all services (Brophy & Craven, 2007). Developments in technology have transformed both face-to-face and online learning. On web accessibility, the research paper recommends that the library and information centre managers should ensure that the library websites are accessible to persons with visual impairment. How to use technology to provide stretch and challenge for all learners Objective. With the rapid development of information technology and near-universal access to the internet, people are increasingly doing more of their reading and information gathering on computers rather than in printed books (Chia-chen & Chen, 2014). However a large number of students indicated that they lacked training on assistive technology. The study also concluded that the success of using assistive technology on the e-platform is challenged. According to Rogers, learning is facilitated when: (1) the student participates completely in the learning process and has control over its nature and direction, (2) it is primarily based upon direct confrontation with practical, social, personal or research problems, and (3) self-evaluation is the principal method of assessing progress or success. It is therefore important for the university management through the library management to come up with a strategy of ensuring that the students who join the university without these skills benefit, and with a keen eye on improving access to e-resources as well. The findings of this study suggest that there are various challenges facing students with visual impairments when accessing e-resources among which could be technological barriers like web inaccessibility. For these reasons, there has been a great deal of research into how people with visual impairment access the internet, what they use the internet for and the barriers that they face (Hewett, Torgerson, & Douglas, 2014). Web accessibility can make it easier for people to find a website, access it, and use it successfully, thus resulting in increased audience and increased effectiveness. After completing this module, you will be able to: - add elements of stretch and challenge to a learning or assessment activity - identify situations and contexts where this will improve the learning experience and outcomes of given individuals and groups Working with the Digital Learner Some well-known standards has been defined to answer to the need of profiling learners preferences and needs and in this subsection we are going to describe them. This could also be attributed to peer teaching on assistive technology by those who already have the skills. Using a word processor can help students to complete work that is more organized and includes less … In recent years, the information superhighway, the Internet, has become a global gateway for information dissemination with the ability to share worldwide collections of information (Ekwelem, 2013). Assistive technologies used by individuals who are blind are costly and accessible materials, such as popular books and textbooks, are slow to be developed (Stephanie et al., 2014). (2009) as cited in (Nández & Borrego, 2014) showed that scholars’ use of electronic information has increased substantially over time as academic libraries transit from print to electronic collections. Byerley, S.L. The 2007 study by Byerley et al., indicated that only five of the 12 vendors (EBSCO, Elsevier, JSTOR, LexisNexis, ProQuest) surveyed conducted usability testing with people who have visual disabilities. In order to achieve the above mentioned objective the research sought to find out whether user education specific to accessing electronic resources was given to users with visual impairment. However, in addi­tion to this, the information provided on screen must be presented in a way that can be interpreted by any kind of access technology. Coonin, B. Retrieved from http://www.sasked.gov.sk.ca/k/pecs/se/publications.html, Chaudhry, A. S. (2014). The graphic display may pose several challenges hence the need to explore how users with visual impairment view them as they search the web. Technology is both an enabler and a barrier for learners with print disabilities. (2002), “Establishing accessibility for e-journals: a suggested approach”, Information centre Hi Tech, Vol. From a global perspective there have been some concerns about persons with disabilities. Brophy, P., & Craven, J. According to Brophy & Craven (2014), “Design for all” in a information centre environment basically means that information centre information technology (IT) systems and interfaces must be designed in a way that enables them to be read and interacted easily by all users of the information centre, whether they are physically visiting the information centre itself or accessing it remotely and regardless of any disability or access preference they may have. Teaching Students with Visual Impairments. Saskatchewan Learning. On the other hand, assistive technology is very important tool in the life of every individual with visual impairment and more so to those who are searching for information. Inside Higher Ed recently published a news piece about a case pending against Miami Univerity (OH), for having a website and using software that are inaccessible to students with disabilities. For instance, the advances in Web 2.0 and the new virtual learning environment does not always take into consideration whether or not it is compatible with the assistive technology learners rely on (Dermody & Majekodunmi, 2011). While this move has provided people with a more creative and flexible experience, there are dangers that some people will be excluded because they cannot use standard methods of access. Through the findings of this exploration, the library information managers will be better placed in making e-resources more accessible to learners with visual impairment through web accessibility and assistive technology. (2013). Collaboration with students, research, experience with the technology, and creativity have resulted in SDS expanding the use of assistive technology for students, and we’re committed to continuing to grow in this area.” As for Ibrahim, the best part of his job, he says, is getting so much one-on-one time with students. (2014). Web Accessibility, 55(4), 950–972. and Thohira, M. (2007), “Accessibility of web-based information centre databases: the vendors’ perspectives in 2007”, Information centre Hi Tech, Vol. 55-72. In the light of the stated reasons of not receiving user education on accessing e-resources; the low number of e-resource access literacy could be attributed to unavailable logistical provisions in such trainings that could accommodate those library users with visual impairments. Aim. In this time of increased student need, some accessibility offices find themselves less equipped than before. Covid-19: Education’s Revolution. How is the training on access to e-resources offered to learners with visual impairments? A significant number indicated that the available assistive technology was useful. In the Landmark survey, 9 percent of offices reported budget decreases, 17 percent reported staff reductions and 19 percent reported that their budgets were inadequate to meet needs, regardless of whether budgets were cut. The researcher considered it very important to establish whether the assistive technology present in the library was adequate to cater for the information access needs of users with visual impairment. Web accessibility and ability to use assistive technology on the e-platform minimizes the external threats. Tenopir et al. Survey of Technology and Internet Access We are assessing the needs of our students for instruction at home. Study location: The study was conducted in Kenyatta University Post Modern Library. However, if the technologies fail to match the needs of end-users, they can turn into a new barrier for PWDs. Information providers should only facilitate this process by ensuring that the right equipments are provided to them; assistive technology and skills on the use of assistive technology; as well as information retrieval skills. They understand that the future of work and learning is now a dynamic mix of online and in-person experiences,” said John Fallon, chief executive of Pearson. In his theory, Rogers emphasized the following: •        Significant learning takes place when the subject matter is relevant to the personal interests of the student, •        Learning which is threatening to the self (e.g., new attitudes or perspectives) are more easily assimilated when external threats are at a minimum, •        Learning proceeds faster when the threat to the self is low. The interface of choice for nearly all digital information centres is the world wide web (www). However the study also showed that technology can also be a barrier. doi:10.1108/EL-04-2012-0041, Chia-chen, C. H. C., & Chen, C. (2014). The study also recommends that the library users with visual impairment should be provided with awareness about the availability on request of e-information literacy trainings. Diallo (2014) noted that English has become the dominant language around the world; "the years 1998-99 to 2008-09 saw an increase of 51% in the population in the pre-k-12 enrollment" (p. Offered by University of Illinois at Urbana-Champaign. The findings of this study are not different from a study conducted earlier. With technology and economic upheaval changing education forever, people are learning to move forward in a vastly changed world. To find out whether the information websites are accessible to learners with visual impairment. Although significant changes are taking place in Web technol­ogies, the graphical user interface (GUI) has rapidly become dominant and looks likely to remain so. Misc., April 30 2020. doi:10.1108/EL-03-2012-0031. 13, Issue 2, pp. Various studies indicate that learners with disabilities experience unique challenges when accessing information centre resources (Byerley and Chambers, 2002; Coonin, 2002). We believe that wherever learning flourishes so do people.  Byerley and Chambers (2002) tested the accessibility of specific electronic databases with screen reading software and found they were not user-friendly. The study recommended that: library information managers to encourage independence of learners with VI by improving web accessibility, equipping them with self reliant skills like information literacy and AT skills. The purpose of this research paper was to explore web accessibility and use of assistive technology in accessing e-resources by students with visual impairments (VI). This could be due to the fact that many of the students lacked knowledge on how to use assistive technology available in the library like screen readers. Specifically 52.8% which constituted more than half of the sampled students indicated that it is not easy to access and use e-resources. As Carl Rogers indicates in his theory explained above, provision of the necessary support can achieve independence in learning for learners with visual impairments too. We have recently updated our policy. The survey found that approximately 75% of school-aged students that were using assistive technology were able to stay in a regular education classroom and roughly 45% For quantitative methods, descriptive statistics was used while thematic analysis approach was used to analyze qualitative data. (2007) indicated in their study that vendors are not addressing accessibility in their marketing efforts. However a small but significant number of students indicated that it was easy for them to use e-resources. There were 80 learners with visual impairment and 5 staff members serving them. Relationships between SRS adoption attitude, learning approaches, and learning outcomes in higher-order thinking & learning and collaborative learning were analyzed with a … Research Design: The study adopted a descriptive survey research design. Magnification may be used to explore a page, with speech output to read out more text-rich parts of the page (Brophy & Craven, 2007). In relation to the lack of teacher knowledge, Abner and Lahn (2002) found in their survey in Kentucky of teachers of learners with visual impairments that the teachers did not, in general, feel competent to teach assistive technology. On the other hand, if the web content is not accessible, then participation of learners with visual impairment in the knowledge society through information access is limited. This course introduces some of the fundamental principles of accessibility and prepares learners for further study in accessibility and inclusive design. •        Self-initiated learning is the most lasting and pervasive. Access to information enables individuals to acquire knowledge. doi:10.1108/EL-06-2012-0070. 169-78. Video mag­nifiers and electronic readers, Optical Character Recognition software, magnification software, speech output systems and electronic Braille de­vices all have a part to play in a solution for a particular individual. In the past, distance learners received weighty workbooks via post. Therefore the library management should ensure that training offered to users with visual impairment be provided by a staff with adequate skills in both assistive technology and access to electronic resources. The survey shows learners believe it’s unlikely there will be a return to the pre-COVID world of entirely full-time in-person work and learning. The researcher found it necessary to find out whether the available assistive technology at the Post Modern Library was useful to the students with visual impairments. The study adopted the descriptive survey design. These computer-related aids and equipment are commonly known as “assistive,” “adaptive,” “access,” or “enabling” technology. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2017, Vol. The article by Power and LeBeau (2009) supports this and suggests that academic reference information providers can provide learners who use screen readers training sessions on how to navigate information centre databases. Data was analyzed using both quantitative and qualitative methods. Rogers, C.R (1983). As they come to terms with this new reality, learners want schools and governments to address inequality in the learning experience, and desire digital skills they believe they will need to thrive in the new economy. To establish the literacy levels of students and staff in assistive technology. Keywords: web accessibility, assistive technology (AT), e-resources, visual impairment. On literacy levels of learners and staff on assistive technology, the paper concluded that the skills were not adequate to explore the online platform. Technology can provide the means for a blind or partially sighted per­son to overcome barriers such as the need to read print, use a computer, take notes and communicate both on paper and electronically. As highlighted by Paul & Singh (2014) the goal of digital information centres is to provide greater access to their collections to promote research activities. When using assistive technology that is adapted to the abilities of everyone, disabled end-users are able to participate in all aspects of social life on more equal terms than ever before. (2002), “Accessibility and usability of web-based information centre databases for non-visual users”, Information centre Hi Tech, Vol. Reviewing the recent past, it can be seen that sharing method of resources of academic researches were printed references. Use of social networks for academic purposes : a case study. In a study carried out by Dermody (2011) the students were forced to abandon articles because of technological barriers and this limited the amount of resources they could use to write their assignments. 509-27. We are the world’s learning company with more than 24,000 employees operating in 70 countries. Others stated that the user education was given using a projector and were not able to benefit since they were visually challenged. Hewett, R., Torgerson, C., Douglas, G., Hewett, R., Torgerson, C., & Douglas, G. (2014). Reliability: to ensure reliability, the questionnaires were pre-tested. This is what is referred to as “accessible Web design,” “design for all,” or “universal de­sign.”(Brophy & Craven, 2014). They found again that design elements in both databases compromised the accessibility of the databases (Dermody, 2011). With the library being a key provider of information especially to students with visual impairment, there is need therefore to keenly explore web accessibility and use of assistive technology in accessing these e-resources by learners with visual impairment. Please answer the questions below so that we can best meet the needs of our community. doi:10.1108/JAT-09-2013-0029. Technology assets: Among those with a smartphone and a home broadband connection (just over half the population), 82% have done some personal learning activity in the past year. doi:10.1108/EL-02-2012-0022. We combine world-class educational content and assessment, powered by services and technology, to enable more effective teaching and personalized learning at scale. Variables: The dependent variable was the access to e-resources. Web Accessibility. Library Trends, 55(4), 950–972. doi:10.1353/lib.2007.0029, Brophy, P., & Craven, J. As previously indicated, awareness in assistive technology may not mean ability to use. The study recommends that the library should design a AT training program for learners with visual impairments as well as conducting regular and one on one training sessions. Views of learners worldwide information websites accessible to learners with visual impairment them. Seeking information generates knowledge by providing access to the learner, self initiated information seeking behavior should be employed awareness. They may use speech output predominantly, with Braille output to verify unusual spellings or.... The specific needs of our students for instruction at home supplemented books with radio and television or... Very important aspect in a vastly changed world on the concept of technology. 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