Digital Teaching, Inclusion and Students’ Needs: Student Perspectives on Participation and Access in Higher Education
In this article we discuss the contribution of digitalisation for equal participation in higher education. Its potential is often postulated, but accessibility is seldom examined in this context. Despite the challenges and difficulties created in the summer term of 2020, this semester has provided a...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Cogitatio
2021-07-01
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| Series: | Social Inclusion |
| Subjects: | |
| Online Access: | https://www.cogitatiopress.com/socialinclusion/article/view/4125 |
| _version_ | 1818501010547539968 |
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| author | Leevke Wilkens Anne Haage Finnja Lüttmann Christian R. Bühler |
| author_facet | Leevke Wilkens Anne Haage Finnja Lüttmann Christian R. Bühler |
| author_sort | Leevke Wilkens |
| collection | DOAJ |
| description | In this article we discuss the contribution of digitalisation for equal participation in higher education. Its potential is often postulated, but accessibility is seldom examined in this context. Despite the challenges and difficulties created in the summer term of 2020, this semester has provided a great opportunity to collect data on digital teaching, as face‐to‐face teaching needed to be transformed into digital teaching. Based on two surveys conducted in the summer of 2020, current practices and students’ needs regarding accessibility are outlined. Despite the circumstances, it can be derived from the surveys that digital teaching generally provides a variety of advantages for students with disabilities, although some tools and platforms remain not fully accessible to them. Additionally, the results indicate that not only students with sensory impairments benefit from the principles of the Web Content Accessibility Guidelines (2018). In particular, the principles ‘operable’ and ‘understandable’ are beneficial for students with mental health difficulties. Regarding the assessment of accessibility features, the study shows that the perception of students with and without impairments is very similar. |
| first_indexed | 2024-12-10T20:50:23Z |
| format | Article |
| id | doaj.art-7489af4ed477465ca78400f750554e5d |
| institution | Directory Open Access Journal |
| issn | 2183-2803 |
| language | English |
| last_indexed | 2024-12-10T20:50:23Z |
| publishDate | 2021-07-01 |
| publisher | Cogitatio |
| record_format | Article |
| series | Social Inclusion |
| spelling | doaj.art-7489af4ed477465ca78400f750554e5d2022-12-22T01:34:07ZengCogitatioSocial Inclusion2183-28032021-07-019311712910.17645/si.v9i3.41252062Digital Teaching, Inclusion and Students’ Needs: Student Perspectives on Participation and Access in Higher EducationLeevke Wilkens0Anne Haage1Finnja Lüttmann2Christian R. Bühler3Rehabilitation Sciences, Rehabilitation Technology, TU Dortmund, GermanyDoBuS—Department of Disability and Studies, TU Dortmund, GermanyDoBuS—Department of Disability and Studies, TU Dortmund, GermanyRehabilitation Sciences, Rehabilitation Technology, TU Dortmund, GermanyIn this article we discuss the contribution of digitalisation for equal participation in higher education. Its potential is often postulated, but accessibility is seldom examined in this context. Despite the challenges and difficulties created in the summer term of 2020, this semester has provided a great opportunity to collect data on digital teaching, as face‐to‐face teaching needed to be transformed into digital teaching. Based on two surveys conducted in the summer of 2020, current practices and students’ needs regarding accessibility are outlined. Despite the circumstances, it can be derived from the surveys that digital teaching generally provides a variety of advantages for students with disabilities, although some tools and platforms remain not fully accessible to them. Additionally, the results indicate that not only students with sensory impairments benefit from the principles of the Web Content Accessibility Guidelines (2018). In particular, the principles ‘operable’ and ‘understandable’ are beneficial for students with mental health difficulties. Regarding the assessment of accessibility features, the study shows that the perception of students with and without impairments is very similar.https://www.cogitatiopress.com/socialinclusion/article/view/4125accessibilitydigital teachingdisabilityhigher educationictsimpairmentinclusionuniversal designwcag |
| spellingShingle | Leevke Wilkens Anne Haage Finnja Lüttmann Christian R. Bühler Digital Teaching, Inclusion and Students’ Needs: Student Perspectives on Participation and Access in Higher Education Social Inclusion accessibility digital teaching disability higher education icts impairment inclusion universal design wcag |
| title | Digital Teaching, Inclusion and Students’ Needs: Student Perspectives on Participation and Access in Higher Education |
| title_full | Digital Teaching, Inclusion and Students’ Needs: Student Perspectives on Participation and Access in Higher Education |
| title_fullStr | Digital Teaching, Inclusion and Students’ Needs: Student Perspectives on Participation and Access in Higher Education |
| title_full_unstemmed | Digital Teaching, Inclusion and Students’ Needs: Student Perspectives on Participation and Access in Higher Education |
| title_short | Digital Teaching, Inclusion and Students’ Needs: Student Perspectives on Participation and Access in Higher Education |
| title_sort | digital teaching inclusion and students needs student perspectives on participation and access in higher education |
| topic | accessibility digital teaching disability higher education icts impairment inclusion universal design wcag |
| url | https://www.cogitatiopress.com/socialinclusion/article/view/4125 |
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