1. 1 College and University Students with Disabilities Speak Out on Their eLearning Experiences Jennison V. Asuncion Catherine S. Fichten Joan Wolforth Presentation at the NEADS National Conference, Ottawa, November, 2006

2. 2 Presentation Outline  eLearning study background  Research method  Findings from the student survey  Conclusions  Next steps  More information

3. 3 Research Team Partner organizations Adaptech Research Network Can. Ass. of Disability Service Providers in Postsecondary Ed. NEADS Disability and Information Technology (Dis-It) Research Alliance Team members Students Disability service providers Disability activists Professors eLearning specialists

4. 4 Definitions eLearning Study Definitions  eLearning  Range of ICTs that professors use when teaching in the classroom, online, or a combination  E.g., PowerPoint, online tests, CD-ROMs, WebCT  Accessibility  Ability of learners, regardless of their disability, to easily and independently use eLearning  For some learners this may require adaptive technology

5. 5  Sample research questions  How accessible are different types of eLearning to students with various disabilities?  What accommodations are presently being made for students with disabilities?  Are there differences between English and French speaking institutions?  What are the barriers?  What are good solutions? eLearning Study Background

6. 6 Research Method  22 key informant interviews with 5 groups  Students with disabilities  Campus-based disability service providers  Faculty  eLearning specialists on campus  Postsecondary ePublishing vendors  Web based survey for 4 of 5 groups above  No ePublishing vendors  Recruitment: partners, email discussion lists, phone

7. 7 Research Method  Web based survey  406 participants from colleges and universities  All ten provinces and NWT  245 students  77 campus-based disability service providers  39 professors  45 eLearning specialists

8. 8 Findings: Students  Demographics  n=245: 2/3 females, 1/3 males  Mean age = 27 yr (range: 19-59)  38% college, 60% university, 2% other  Every province except PEI and Territories

9. 9 Findings: Students  Students’ disabilities/impairments  240 students indicated 404 impairments  44% indicated more than one disability

10. 10 Findings: Students  5 most accessible eLearning types in rank order  Email  Course-related files in Word, PowerPoint etc.  WebCT, BlackBoard, FirstClass, etc.  Course web pages  In-class presentations using PowerPoint

11. 11 Findings: Students  5 most inaccessible types of eLearning in rank order  Videoconferencing  Live online voice-based chat (speaking and listening)  Audio clips / files (e.g., recorded class lectures)  Online content that uses Flash and  CD-ROM tutorials used in class or computer labs

12. 12 Findings: Students QuestionMean At my school there is someone (at department) who makes eLearning accessible to students with disabilities (1 = disagree, 6 = agree) 4.36 Inaccessibility of eLearning in a course(s) has posed difficulties for me (1=disagree, 6=agree) 3.44

13. 13 Findings: Students QuestionMean When professors use eLearning in the classroom (e.g., PowerPoint, CD-ROMS, simulation software), it is accessible to me (1 = disagree, 6 = agree) 4.54 When professors use eLearning over the Internet (e.g., downloadable PDF files, course web pages, discussion boards), it is accessible to me (1 = disagree, 6 = agree) 4.79

14. 14 Findings: Students Benefits of using eLearning

15. 15 Findings: Students Problems encountered using eLearning

16. 16 Findings: Students Solutions to eLearning problems

17. 17 Conclusions  eLearning has many benefits for students  Many popular forms of eLearning are accessible  Experience varies by disability/impairment  Most problems are unresolved  67% of students reported at least 1 unresolved problem!  Next steps  Complete data analyses  Disseminate findings  Make recommendations

18. 18 More Information Adaptech www.adaptech.org Jennison Asuncion: asuncion@alcor.concordia.ca Catherine Fichten: catherine.fichten@mcgill.ca