第一次大流行封锁期间高等教育中的远程学习:有特殊教育需求的学生的观点

IF 0.4 Q4 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Qwerty Pub Date : 2021-12-01 DOI:10.30557/qw000042

Fabiola Silletti, G. Ritella, Barbara Iacobellis, Cristina Semeraro, Erica Episcopo, R. Cassibba, G. Coppola

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引用次数: 3

摘要

本研究以残障学生为样本，探讨其对远距学习的看法。参与者(N= 198;62%的女性)完成了一份在线问卷。结果强调，学生们认为优势和障碍都是不同的，这是残疾类型的函数。这似乎表明，应该根据与每种残疾相关的特定脆弱性和教育需求来评估DL潜力，这可能通过采用通用学习设计框架来实现。此外，深度学习的影响可能取决于学科和教师的数字能力，这可能会对在线课程的质量和特殊教育学生的整体教学体验产生很大影响。

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Distance learning in Higher Education during the first pandemic lockdown: The point of view of students with special educational needs

The study investigates the perspective on distance learning (DL) of a sample of students with disability. Participants (N= 198; 62% females) completed an online questionnaire. The results highlight that students perceive both advantages and barriers, which vary as a function of the type of disability. This seems to suggest that DL potentials should be evaluated in relation to the specific vulnerabilities and educational needs associated with each type of disability, which might be accomplished by adopting the Universal Design for Learning framework. Also, it may be that the impact of DL depends on the discipline as well as on the teachers’ digital competences, which can make a great difference in the quality of the online lesson and in the overall didactic experience of students with SEN.

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来源期刊

Qwerty COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS-

CiteScore

2.40

自引率

15.40%

发文量

期刊介绍： Qwerty is the commonly accepted name for the computer keyboard, comprising the first six letters of its top row. When typewriters were first introduced, the keys were arranged in alphabetical order. However this order meant that people typed too quickly such that the keys soon became entangled. To counter this, the keys were displayed in random order and typing speeds accordingly slowed down. In later years, despite the fact that the problem of speed had been completely overcome, the keyboard retained its random order. In our view, this represents an excellent metaphor for the entanglement of culture and technological tools. In actual fact, we regard computer-based technologies as cultural artefacts, representing different depths in the daily work and study activity of individuals, social groups, and institutions. We believe that different models of computer use and activity within online environments mediate social interaction. As such, the relationship between culture and technological tools is becoming more and more complex and now provides an opportunity for determining new models of cognitive, psychological, and social interaction. Qwerty hopes to be a place where such issues can be discussed and developed. The journal arises from a growing awareness of the need to develop research and reflection on the impact, effects and nature of technology use and, as such, is intended to be a genuinely cross-disciplinary forum. Qwerty wishes to provide a forum for discussion on the use of new technologies aimed at anyone interested in the use of technology in such fields as education, training, social and university research, including the cultural, social, pedagogical, psychological, economic, professional, ethical and aesthetical aspects of technology use.