Suitability of Online Higher Education for Learners with Disabilities: The Students’ Voices

Online higher education has the potential to offer extra benefits for students with disabilities in comparison with campus-based universities, but it can also cause them some challenges. This case study addresses why students with disabilities choose online studies and how a fully online educational...

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Detalhes bibliográficos
Autores: Reyes, Jose Israel, Meneses, Julio, Xavier, Marlon
Formato: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2022
País:España
Recursos:Universitat Oberta de Catalunya (UOC)
Repositorio:O2, repositorio institucional de la UOC
OAI Identifier:oai:openaccess.uoc.edu:10609/149364
Acesso em linha:http://hdl.handle.net/10609/149364
http://doi.org/10.1177/01626434221131772
Access Level:acceso abierto
Palavra-chave:college students
inclusive education
online learning
universal design for learning
universal instructional design
learners with disabilities
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spelling Suitability of Online Higher Education for Learners with Disabilities: The Students’ VoicesReyes, Jose IsraelMeneses, JulioXavier, Marloncollege studentsinclusive educationonline learninguniversal design for learninguniversal instructional designlearners with disabilitiesOnline higher education has the potential to offer extra benefits for students with disabilities in comparison with campus-based universities, but it can also cause them some challenges. This case study addresses why students with disabilities choose online studies and how a fully online educational model fits their expectations and needs. Twenty-four students living with physical, sensory, mental, and learning disabilities participated in semi-structured interviews from which we identified six main themes: flexibility, accessibility, curricular design, online interaction, online collaboration, and psycho-emotional wellbeing. These students find online studies flexible, accessible, and helpful for their psycho-emotional wellbeing, but still challenging for interacting and collaborating. Our findings emphasize the importance of applying the Universal Instructional Design for Online Learning in combination with the Universal Design for Learning principles to enhance the inclusion of students with diverse profiles in online learning, as well as offering personalized support for those with severe or multiple disabilities.Sage202420242022info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/10609/149364http://doi.org/10.1177/01626434221131772reponame:O2, repositorio institucional de la UOCinstname:Universitat Oberta de Catalunya (UOC)InglésJournal of Special Education Technology, 38(3)38;3https://doi.org/10.1177/01626434221131772© The Authorsinfo:eu-repo/semantics/openAccessoai:openaccess.uoc.edu:10609/1493642026-05-28T12:42:01Z
dc.title.none.fl_str_mv Suitability of Online Higher Education for Learners with Disabilities: The Students’ Voices
title Suitability of Online Higher Education for Learners with Disabilities: The Students’ Voices
spellingShingle Suitability of Online Higher Education for Learners with Disabilities: The Students’ Voices
Reyes, Jose Israel
college students
inclusive education
online learning
universal design for learning
universal instructional design
learners with disabilities
title_short Suitability of Online Higher Education for Learners with Disabilities: The Students’ Voices
title_full Suitability of Online Higher Education for Learners with Disabilities: The Students’ Voices
title_fullStr Suitability of Online Higher Education for Learners with Disabilities: The Students’ Voices
title_full_unstemmed Suitability of Online Higher Education for Learners with Disabilities: The Students’ Voices
title_sort Suitability of Online Higher Education for Learners with Disabilities: The Students’ Voices
dc.creator.none.fl_str_mv Reyes, Jose Israel
Meneses, Julio
Xavier, Marlon
author Reyes, Jose Israel
author_facet Reyes, Jose Israel
Meneses, Julio
Xavier, Marlon
author_role author
author2 Meneses, Julio
Xavier, Marlon
author2_role author
author
dc.subject.none.fl_str_mv college students
inclusive education
online learning
universal design for learning
universal instructional design
learners with disabilities
topic college students
inclusive education
online learning
universal design for learning
universal instructional design
learners with disabilities
description Online higher education has the potential to offer extra benefits for students with disabilities in comparison with campus-based universities, but it can also cause them some challenges. This case study addresses why students with disabilities choose online studies and how a fully online educational model fits their expectations and needs. Twenty-four students living with physical, sensory, mental, and learning disabilities participated in semi-structured interviews from which we identified six main themes: flexibility, accessibility, curricular design, online interaction, online collaboration, and psycho-emotional wellbeing. These students find online studies flexible, accessible, and helpful for their psycho-emotional wellbeing, but still challenging for interacting and collaborating. Our findings emphasize the importance of applying the Universal Instructional Design for Online Learning in combination with the Universal Design for Learning principles to enhance the inclusion of students with diverse profiles in online learning, as well as offering personalized support for those with severe or multiple disabilities.
publishDate 2022
dc.date.none.fl_str_mv 2022
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10609/149364
http://doi.org/10.1177/01626434221131772
url http://hdl.handle.net/10609/149364
http://doi.org/10.1177/01626434221131772
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Journal of Special Education Technology, 38(3)
38;3
https://doi.org/10.1177/01626434221131772
dc.rights.none.fl_str_mv © The Authors
info:eu-repo/semantics/openAccess
rights_invalid_str_mv © The Authors
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Sage
publisher.none.fl_str_mv Sage
dc.source.none.fl_str_mv reponame:O2, repositorio institucional de la UOC
instname:Universitat Oberta de Catalunya (UOC)
instname_str Universitat Oberta de Catalunya (UOC)
reponame_str O2, repositorio institucional de la UOC
collection O2, repositorio institucional de la UOC
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.301629

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