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technology accessibility survey for learners
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Saumure and Given (2004) indicated that learners with visual disabilities rely on information providers to retrieve and locate materials in the information centre. In relation to the lack of teacher knowledge, Abner and Lahn (2002) found in their survey in Kentucky of teachers of learners with visual impairments that the teachers did not, in general, feel competent to teach assistive technology. Carney, S. (2003). doi:10.1353/lib.2007.0029, Brophy, P., & Craven, J. This article written by Areej Ahmed, demonstrates the different perspectives individuals have on the concept of assistive technology. The findings of this study are not different from a study conducted earlier. While database and website design is evolving to the benefit of users who have vision, the contradiction is that their enriched features which create greater accessibility to information also creates barriers for learners who rely on screen readers (Dermody, 2011). Information managers therefore have a task of ensuring that all the categories of information users are not limited in any way by the technology. However if the available AT present does not tally with the number of students who are expected to use, then the available AT could be termed not useful as attributed to the stated speculation. Complete guide to survey questions with survey examples and sample survey questions that include question types, answer types and good questions for a survey like the Dichotomous Survey Question, Multiple Choice Question, Rank Order Scaling Question, Rating Scale Question, Semantic Differential Scale, Stapel Scale Question, Constant Sum Survey Questions and much more! The findings of this paper are aimed at informing policy in the provision of access literacy skills especially on an e-platform. Relationships between SRS adoption attitude, learning approaches, and learning outcomes in higher-order thinking & learning and collaborative learning were analyzed with a … This is an indication that assistive technology is a useful skill to those that have acquired it and therefore can be specifically very useful in facilitating easy access to electronic information resources. Tenopir et al. By continuing, you're agreeing to use of cookies. This was a significant number, close to half of the students involved in the study. The findings were as presented in figure 5: Majority of the students stated that the available assistive technology was not useful. Given the choice to invest in public education, the survey’s global respondents said they would prioritize technology for underserved learners, followed by ensuring schools are better prepared for online learning. Having enough and skilled staff in the necessary areas as per the specific needs of the library users is vital. In line with the implementation of Flexible Learning Options, this Office requests the teachers especially the class adviser to facilitate our learners in accomplishing the Technology Accessibility Survey through this link bit.ly/DasmaTS2020.This will support the implementation of future endeavors relative to said intervention. Ekwelem, V. O.  Byerley and Chambers (2002) tested the accessibility of specific electronic databases with screen reading software and found they were not user-friendly. doi:10.1108/EL-01-2013-0012, Web Accessibility and Use of Assistive Technology in Accessing E-Resources by Learners with Visual Impairments, http://www.sasked.gov.sk.ca/k/pecs/se/publications.html, Creative Commons Attribution 4.0 International License (CC-BY 4.0), East African Journal of Information Science. The researcher found it necessary to find out whether the available assistive technology at the Post Modern Library was useful to the students with visual impairments. This is in line with findings by Carney (2003) that appropriate selection of devices and technology, and subsequent training, is crucial for ensuring proper use of such devices. Study location: The study was conducted in Kenyatta University Post Modern Library. Although significant changes are taking place in Web technol­ogies, the graphical user interface (GUI) has rapidly become dominant and looks likely to remain so. (2002), “Establishing accessibility for e-journals: a suggested approach”, Information centre Hi Tech, Vol. Misc., April 30 2020. A more recent study by Byerley, Chambers and Thohira, (2007) examined the accessibility of online databases from the database vendors’ perspectives. But now, ‘distance learning’ is primarily delivered as online learning. This is a good indicator to the library management that it is possible for the library users who have visual challenges to use electronic resources and that those who are not able to use them can be facilitated and supported once their challenges of access are known. They found that vendors rated their products as mostly accessible. However the article by Power and LeBeau (2009) suggests that academic reference librarians can provide students who use screen readers training sessions on how to navigate library databases. What are the literacy levels of students and staff in assistive technology? 20 No. The study also concluded that the success of using assistive technology on the e-platform is challenged. The findings of this research paper would enable information managers to make informed decisions in designing information websites and in the buildup of assistive technology equipments and skills in the current information society setting where digitization is emphasized. As highlighted by Paul & Singh (2014) the goal of digital information centres is to provide greater access to their collections to promote research activities. Please answer the questions below so that we can best meet the needs of our community. Web survey powered by SurveyMonkey.com. The students were asked to rate their abilities on the use of assistive technology and the findings were as presented in figure 3: Out of the total students who had indicated earlier that they had received training on the use of adaptive technology, majority rated themselves as having good assistive technology skills. For instance, the advances in Web 2.0 and the new virtual learning environment does not always take into consideration whether or not it is compatible with the assistive technology learners rely on (Dermody & Majekodunmi, 2011). Survey of Technology and Internet Access We are assessing the needs of our students for instruction at home. Keywords: web accessibility, assistive technology (AT), e-resources, visual impairment. Are the information websites accessible to learners with visual impairment? Web accessibility can make it easier for people to find a website, access it, and use it successfully, thus resulting in increased audience and increased effectiveness. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2017, Vol. Byerley and Chambers (2002) examined the accessibility of two databases (OCLC First search and Expanded Academic) by blind learners using screen readers. Therefore the necessity of this study was inevitable especially in this digital era of the information society. This could be used as a base in the provision of more assistive technology software and facilities in the library since it proved useful to those who knew how to use. With this background, the researcher sought to find out the rating of staff skills in AT. Merrill Publishing Company. With assistive technology being a practical skill, the ‘good’ rating could be attributed to continued usage of these skills through the available avenues like at the library. The findings were as presented in table 1: The findings showed that the staffs serving users with visual impairment were rated ‘average’ in skills on assistive technology. The specific objectives were: To establish the literacy levels of students and staff in adaptive technology (AT), to find out whether the information websites are accessible to learners with visual impairment, to describe the successes in using assistive technology on the e-platform, and to describe the training offered to learners with visual impairment on access to e-resources. The role of libraries in the implementation of the Marrakesh Treaty for persons with a print disability, 1–9. This is also supported by a study carried out in Canada by Dermody & Majekodunmi (2011) who stated that there is no doubt that technology has opened the door for students with disabilities. Technology can provide the means for a blind or partially sighted per­son to overcome barriers such as the need to read print, use a computer, take notes and communicate both on paper and electronically. The increasing provision of Web-based information resources has moved from a simple text interface to dynamic and interactive de­signs. Research Design: The study adopted a descriptive survey research design. A study carried out in Canada by (Dermody & Majekodunmi, 2011) established out that there is no doubt that technology has opened the door for learners with disabilities. 2, pp. Various studies indicate that learners with disabilities experience unique challenges when accessing information centre resources (Byerley and Chambers, 2002; Coonin, 2002). These findings confirm similar findings by Mittermeyer and Quirion (2003) and Nowcki (2003) which demonstrated that students as a general population have significant limited knowledge of the basic elements of research and database searching. Nández, G., & Borrego, A. The total of those who supported this by disagreeing to the statement that ‘there was enough assistive technology in the library’ was 68.1% constituting the majority. Create your own online survey now with SurveyMonkey's expert certified FREE templates. In the light of the stated reasons of not receiving user education on accessing e-resources; the low number of e-resource access literacy could be attributed to unavailable logistical provisions in such trainings that could accommodate those library users with visual impairments. Target population: All learners with visual impairment in Kenyatta University and staff members who served or offered information literacy skills to the users with visual impairment. The main reasons given were those given below: The reasons given still revolve around the point of knowledge of using AT and adequacy of the available AT for use by the users with visual impairment. Retrieved from http://www.sasked.gov.sk.ca/k/pecs/se/publications.html, Chaudhry, A. S. (2014). Library services to disabled students in the digital era: Challenges for outcome assessment. That is 80 learners with visual impairment and 5 staff members. The researcher considered it very important to establish whether the assistive technology present in the library was adequate to cater for the information access needs of users with visual impairment. Assist, R., & Ongoz, S. (2010). In addition they should ensure that the web sites are designed in such a way that they are accessible to this category of users. These computer-related aids and equipment are commonly known as “assistive,” “adaptive,” “access,” or “enabling” technology. However the study also showed that technology can also be a barrier. The UN Convention on the rights of persons with disabilities, article 21 asserts that “State Parties shall take all appropriate measures to ensure that persons with disabilities can exercise the right to freedom of expression and opinion, including the freedom to seek, receive and impart information and ideas on an equal basis with others and through all forms of communication of their choice ...” (Javier & Calvo, 2014). doi:10.1108/JAT-09-2013-0029. Covid-19: Education’s Revolution. Learners know there is no going back to the pre-pandemic world. She asked the students to state the reasons why they found AT available not useful. Presence of adequate assistive technology. Service provision is a very important aspect in a library setting. Stephanie, L. M., Laurie, J. Developments in technology have transformed both face-to-face and online learning. “Learners are resilient, so they are learning and moving forward in new ways to seize that opportunity, no matter what the future holds.”. This theory was applicable in this paper because information seeking is part of the learning process. Specifically 52.8% which constituted more than half of the sampled students indicated that it is not easy to access and use e-resources. Byerley, S.L., Chambers, M.B. Power, R. and LeBeau, C. (2009), “How well do academic information centre web sites address the needs of database users with visual disabilities?”, The Reference Librarian,Vol. 2, pp. The survey found that approximately 75% of school-aged students that were using assistive technology were able to stay in a regular education classroom and roughly 45% Think about an adult learner that simply uses Microsoft Windows® and only uses the built in web browser (Internet Explorer®): How would this affect them? Questionnaires with both open and closed ended questions were used to collect data from the learners while structured interviews were conducted for the staff. A strong interest in attaining digital skills to thrive through and beyond the pandemic. The article by Power and LeBeau (2009) supports this and suggests that academic reference information providers can provide learners who use screen readers training sessions on how to navigate information centre databases. However, the area of accessibility to the digital information centre by the special group of users with visual impairment has not been touched on through research. The poll surveyed more than 7,000 people, ranging in age from 16 to 70. However, Byerley et al. The technology survey is an in-depth survey that is conducted amongst an educational institutions faculty to gauge their level of use of technology and their perceived benefit about the use or non-use of technology. (2007) indicated in their study that vendors are not addressing accessibility in their marketing efforts. doi:10.1108/EL-06-2012-0070. Those findings appear in the second annual Global Learner Survey, which captures the opinions and views of learners worldwide. For Quantitative methods, descriptive statistics was used while thematic analysis approach was used to analyze qualitative data. These are all too common these days, however this could affect the way an adult learner can access learning tools. For these reasons, there has been a great deal of research into how people with visual impairment access the internet, what they use the internet for and the barriers that they face (Hewett, Torgerson, & Douglas, 2014). We use cookies to give you the best experience on our website. The findings were as presented in figure 7: More than half of the students responded that they had not received any user education on how to access e-resources. Dermody, K., & Majekodunmi, N. (2011). Learners and educators alike are often intimidated by—and even resistant to—the use of new technologies in a classroom setting. The study recommended that: library information managers to encourage independence of learners with VI by improving web accessibility, equipping them with self reliant skills like information literacy and AT skills. Aim. Further, the library management should consider taking their staff through support programs on how to serve best, users with special needs with in service trainings being apart. LONDON, Aug. 10, 2020 – Pearson, the world's learning company, today said more than three out of every four learners globally say the COVID-19 pandemic has fundamentally changed education as we know it. Using a recorder, the researcher herself conducted the interviews. Ie more users and more use. How successful is the use of adaptive technology on the e-platform? (2002), “Accessibility and usability of web-based information centre databases for non-visual users”, Information centre Hi Tech, Vol. However a large number of students indicated that they lacked training on assistive technology. In order to make this information meaningful to the learner, self initiated information seeking behavior should be employed. Inside Higher Ed recently published a news piece about a case pending against Miami Univerity (OH), for having a website and using software that are inaccessible to students with disabilities. As previously indicated, awareness in assistive technology may not mean ability to use. California: C.E. For the remaining adults (those with just one of these connection devices or neither of them), 64% have done personal learning in the past year. Access to information enables individuals to acquire knowledge. Research related to technology and innovation in education. For example, they may use speech output predominantly, with Braille output to verify unusual spellings or language. Variables: The dependent variable was the access to e-resources. Collaboration with students, research, experience with the technology, and creativity have resulted in SDS expanding the use of assistive technology for students, and we’re committed to continuing to grow in this area.” As for Ibrahim, the best part of his job, he says, is getting so much one-on-one time with students. Information providers should only facilitate this process by ensuring that the right equipments are provided to them; assistive technology and skills on the use of assistive technology; as well as information retrieval skills. The survey shows learners believe it’s unlikely there will be a return to the pre-COVID world of entirely full-time in-person work and learning. If the web content is accessible to learners with visual impairment, then they too are able to access information, acquire knowledge, participate in the knowledge society and enjoy online inclusion. Whereas accessing electronic information resources offers opportunities to obtain accurate and timely literature, observation shows that there is low usage of these resources by learners with visual impairment in Kenyatta University. When the rating is arranged from very good (1) to below average (4), the staff scored 3 out of 4. Do you have access to a hotspot or WI-FI at home? The ability to explore and describe web accessibility and use of assistive technology in accessing electronic information resources, would help information managers to consider ways of increasing accessibility to e-resources which would enhance access to information by this category of users. ICT have become the most suitable tool, in the field of education, to enhance independence and equal opportunities for all. The Open University for example, often supplemented books with radio and television programmes or video/audio tapes. The paper concluded that: students with visual impairments lacked independence in using e-resources due to web inaccessibility, inability to use AT successfully on the e-platform and low literacy levels in e-resources by students. This was done through expert judgment technique. Use of adaptive technology was investigated and its influence on access to e-resources established. The process of seeking information generates knowledge by providing access to the bank of knowledge found in information resources which includes electronic resources. The researcher also found it necessary to find out information concerning the rating of the students’ assistive technology skills. Whether a material or technology is designed from the start to be accessible for all learners or is made accessible for learners with disabilities, it is considered AEM. There were 80 learners with visual impairment and 5 staff members serving them. Learn more Close this message and continue, Working and learning online during a pandemic, Committed to Equity and Opportunity for All Learners, Financial results and Annual Reports and Accounts, Investor Relations and Financial Media contacts, UN Sustainable Development Goals and Pearson. For example, the University of Edinburgh have developed learner-led accredited assessments that … B., & Maatta, S. L. (2014). When contents and services offered by the website of a company or organization are planned to be accessible they will be available to a wider range of users. doi:10.1108/EL-02-2012-0022. 50, pp. On web accessibility, the research paper recommends that the library and information centre managers should ensure that the library websites are accessible to persons with visual impairment. 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