Blind online learners
Date
2004
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Abstract
Interactive interviews were conducted with five adults who are totally blind and two adults who have low vision to inquire: (a) what it is like to be a blind online learner, (b) what comprise the best online learning design characteristics, and (c) what impact is yielded by blind adults studying online. Six of the respondents use JAWS screen reading software and one uses ZoomText screen enlarging software. Experiences ranged from graduating from a master's degree in which most of the courses were delivered online to withdrawing from an online cooking class due to the frustrating interface and the unsuitable match of content and delivery. Reflexive analysis involved interaction with the empirical material, interpretation, critical theoretical reflection, and discourse analysis. Five of the seven participants evaluated online learning positively. One of the two participants evaluating online learning negatively was the woman who withdrew from the cooking course. The other learner enrolled in a non-interactive course. The four main research findings are: (a) online learning is possible, convenient and prodigious for blind adults; (b) three essential characteristics of online learning are simplicity, interactivity and accessibility; (c) blind learners require access to and working knowledge of assistive technologies as well as either a high level of technological proficiency or regular access to human supports; and (d) course characteristics designed to benefit blind learners improve online learning for all students.
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Bibliography: p. 332-353
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Citation
Kinash, S. A. (2004). Blind online learners (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/21506