Keywords
learning accessibility
e-learning
Microsoft Teams
institutions of higher education
How to Cite
Abstract
The current study investigates the ways to increase accessibility to higher education for students with disabilities. The needs and difficulties of students with disabilities during higher education are substantiated on the basis of the analysis of the survey’s result of 45 students of Lesia Ukrainka Volyn National University (27 persons) and the Academy of Recreational Technologies and Law (18 persons) studying physical education in integrated groups. The range of student’s needs with hearing impairments, visual impairments and musculoskeletal disorders has been updated. The importance of distance learning as one of the accessible forms of education for students with disabilities in institutions of higher education is emphasized. The most acceptable platforms for distance learning students with disabilities, which are corporate in the educational process of the Lesia Ukrainka Volyn National University and the Academy of Recreational Technologies and Law, namely: LMS Moodle, Cisco WebEx Meeting Center and Microsoft Teams. The main features and benefits of the LMS Moodle, Cisco WebEx Meeting Center and Microsoft Teams are described. The Microsoft Teams platform has been singled out as one of the most acceptable for students with disabilities, which is corporate in the educational process of the Lesia Ukrainka Eastern European National University and the Academy of Recreational Technologies and Law. The analysis of the main characteristics of the electronic service Microsoft Teams is carried out, in which the distance course “Adaptive physical education” was created and tested. After finishing the course “Adaptive Physical Education” students were surveyed to identify the features and benefits of Microsoft Teams platform in the process of their education in higher education. The results of survey found that students with visual impairments prefer the Microsoft Teams as it provides a video conferences for direct communication with the teacher and students of the group, which is a more effective and often dominant type of learning for them. This platform is also acceptable and comfortable for students with musculoskeletal disorders. It is a less acceptable platform for teaching students with hearing impairments, as these students, due to the presence of nosology, often avoid direct communication.
References
M. Arrigo, “E-learning Accessibility for blind students”, Recent research Developments in Learning Technologies, pp.1-5, 2005.
Р. М. Горбатюк, Ю. Й. Тулашвілі, «Мобільне навчання як нова технологія вищої освіти», Науковий вісник Ужгородського університету: Серія: Педагогіка. Соціальна робота, вип.27, с.31–34, 2013.
О. М. Павленко, С. В. Шаров, Л. Ю. Москальова, Т. М. Шарова, А. С. Коваленко, «Реалізація дистанційної форми навчання засобами платформи Moodle у процесі підготовки майбутніх філологів», Інженерні та освітні технології, Т. 7. No3, с.106–121, 2019
Р. Р. Насырова, «Дистанционное обучение инвалидов стирает границы и барьеры», Научный альманах, №2-2(16), с.183-187, 2016
Э. В. Кондракова, «Социально-экономические аспекты дистанционного обучения студентов-инвалидов», Сибирский педагогический журнал, №3, с.99-104, 2016.
H. Ben Brahim, A. Ben Jemaa, M. Jemni, M. Laabidi, “Towards the design of Personalised accessible e-learning environments”, The 13th IEEE International Conference on Advanced Learning Technologies, Beijing, China, July 15–18, 2013.
R. Klomp, “A literature review of the accessibility of e-learning for students with disabilities”, Unpublished manuscript. Retrieved December 17, 2004.
Н. О. Бєлікова, «З досвіду використання інтерактивних методів навчання у професійній підготовці майбутніх фахівців з фізичного виховання та спорту», Сучасні інформаційні технології та інноваційні методики навчання в підготовці фахівців: методологія, теорія, досвід, проблеми // Зб. наук. пр. – Випуск 37 / Редкол.: І.А. Зязюн (голова) та ін., Київ-Вінниця: ТОВ фірма «Планер», 2014, с.348-353.
О. М. Хомік, О. М. Ковальчук, О. Г. Томащук, Н. А. Савчук, «Сервіс Cisco WebEx Meeting Center як інтерактивний засіб навчання студентів з обмеженими можливостями», Інформаційні технології і засоби навчання, № 65 (3), с.223-235, 2018.
О. Mukoviz, K. Kolos, N. Kolomiiets. «Distance Learning of Future Primary School Teacher s as a Prerequisite of Their Professional Development Throughout Life», Information Technologies and Learning Tools, Vol. 66, No4, 2018. [Електронний ресурс]. Доступно: https://journal.iitta.gov.ua/index.php/itlt/article/view/2265.
J. Seale, M. Cooper, “E-learning and accessibility: an exploration of the potential role of generic pedagogical tools”, Computers and Education. 54 (4), 1107–1116, 2010.
O. Elghoul, and M. Jemni, “Multimedia courses generator for deaf children”, The International Arab Journal for Information Technology, Vol. 6, No. 5, 2009.
L. DelaTorre, “The ball and beam system: a case study of virtual and remote lab enhancement with Moodle To appear in IEEE Transactions on Industrial Informatics, vol. 11, no. 4, pp. 934-945, 2015. doi: 10.1109/TII.2015.2443721.
О. C. Romero, “Web usage mining for predicting final marks of students that use moodle courses”, Computer Applications in Engineering Education, vol. 21, no. 1, pp. 135-146, 2013. doi: 10.1002/cae.20456.
N. Petrovic, “Facebook vs. Moodle: What do students really think?”, International Conference on Information Communication Technologies in Education (ICICTE), pp. 413-421, 2013.
REFERENCES (TRANSLATED AND TRANSLITERATED)
M. Arrigo, “E-learning Accessibility for blind students”, Recent research Developments in Learning Technologies, pp.1-5, 2005.
R. Horbatiuk, Yu. Tulashvili, “Mobile learning as a new technology of higher education”, Scientific Bulletin of Uzhgorod University: Series: Pedagogy. Social work, vol.27, pp.31-34, 2013. (in Ukrainian).
О. Pavlenko, S. Sharov, L. Moskalova, Т. Sharova, А. Kovalenko, “Implementation of distance learning by means of the Moodle platform in the process of training future philologists”, Engineering and educational technologies, vol. 7, no.3, pp.106-121, 2019. (in Ukrainian).
R. Nasyrova, “Distance learning for people with disabilities erases borders and barriers”, Scientific Almanac, no.2-2(16), pp.183-187, 2016. (in Russian).
E. Kondrakova, “Socio-economic aspects of distance learning for students with disabilities”, Siberian Pedagogical Journal, no.3, pp.99-104, 2016. (in Russian).
H. Ben Brahim, A. Ben Jemaa, M.Jemni, M.Laabidi, “Towards the design of Personalised accessible e-learning environments”, The 13th IEEE International Conference on Advanced Learning Technologies, Beijing, China, July 15-18, 2013. (in English)
R. Klomp, “A literature review of the accessibility of e-learning for students with disabilities”, Unpublished manuscript. Retrieved December 17, 2004. (in English)
N. Bielikova, “Based on the experience of using interactive teaching methods in the training of future professionals in physical education and sports”, Modern information technologies and innovative teaching methods in training: methodology, theory, experience, problems. vol.37, pp.348-353, 2014. (in Ukrainian).
О. Khomik, О. Kovalchuk, О. Tomaschuk, N. Savchuk, “The service Cisco Webex Meeting Center as interactive learning tool for students with limited abilities”, Information Technologies and Learning Tools, vol. 65 (3), pp.223-235, 2018. (in Ukrainian).
О. Mukoviz, K. Kolos, N. Kolomiiets, “Distance Learning of Future Primary School Teacher s as a Prerequisite of Their Professional Development Throughout Life”, Information Technologies and Learning Tools, vol. 66, no4, 2018. [Online]. Available: https://journal.iitta.gov.ua/index.php/itlt/article/view/2265.
J. Seale, M. Cooper, “E-learning and accessibility: an exploration of the potential role of generic pedagogical tools”, Computers and Education, 54 (4), pp.1107–1116, 2010. (in English)
O. Elghoul, and M. Jemni, “Multimedia courses generator for deaf children”, The International Arab Journal for Information Technology, vol. 6, no. 5, 2009. (in English)
L. DelaTorre, “The ball and beam system: a case study of virtual and remote lab enhancement with Moodle” To appear in IEEE Transactions on Industrial Informatics, vol. 11, no. 4, pp. 934-945, 2015. doi: 10.1109/TII.2015.2443721. (in English)
О. Romero, “Web usage mining for predicting final marks of students that use moodle courses”, Computer Applications in Engineering Education, vol. 21, no. 1, pp. 135-146, 2013. doi: 10.1002/cae.20456. (in English)
N. Petrovic, “Facebook vs. Moodle: What do students really think?”, International Conference on Information”, Communication Technologies in Education (ICICTE), pp. 413-421, 2013. (in English)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright (c) 2022 Оксана Миколаївна Хомік