STUDENTS WITH DISABILITIES IN ONLINE HIGHER EDUCATION A

STUDENTS WITH DISABILITIES IN ONLINE HIGHER EDUCATION: A SYSTEMATIC LITERATURE REVIEW Dr. Susan Moisey and Djenana Jalovcic Athabasca University Education Innovation and Research Symposium June 11 -13, 2015 Edmonton, Canada

Overview Issue Purpose of the literature review Methodology Findings Conclusions http: //pixabay. com/en/keyboard-enter-key-notebook-453795/

Issue Growing number of students with disabilities at the institutions of higher education due to � � � Enforcement of anti-discrimination and accessibility legislation Diversification of the student population Increase in online courses and programs with greater availability and access Studying online for post-secondary students with disabilities is an understudied area � � Descriptive studies on the technology and types of support services Little research on the actual experiences of students with disabilities in online courses

Purpose A literature review was conducted to critically analyze the available empirical articles that reported original research on students with disabilities in online higher education. http: //pixabay. com/en/research-find-loupe-search-390297

Methodology: Guiding Questions What is the main focus of empirical studies of students with disabilities in online higher education? What methods are used to investigate the phenomenon? What theories are used to provide a conceptual framework for studies involving online learners with disabilities?

Systematic Literature Search for original research articles in English, published in peer reviewed journals from 2004 -2014 Key words: (students with disabilities or disabled students and e-learning or online learning, and higher education, or postsecondary education Over 1500 articles identified for abstract review Inclusion criteria: 1. an empirical study; 25 articles identified Search for omissions: Review of Table of Contents in 11 journals published from 20042014 2. clear methodology; 3. informs theory or practice Two additional articles that met criteria identified. 123 articles identified for full review 27 articles included

Findings A small number of empirical articles published in a wide range of journals No theoretical or conceptual framework Theories of learning and disability absent Quantitative methods predominantly used The more supportive the online learning environment, the greater the benefits for students with disabilities

Findings Primary focus of studies: �Technologies in online learning environments �Accessibility �Needs for technologies and associated support services and their relationship to academic achievement http: //www. msktc. org/infoneeds/reach-youraudience/Creating-User-Friendly-Web-Sites/Accessibility

Conclusions The online environment offers new opportunities for students with disabilities, if barriers are minimized and/or removed Improving accessibility and support for students with disabilities improves their academic achievement http: //www. hastac. org/forums/disability-moving-beyond-accessacademy/barrier-free

Conclusions Diversity of research makes it difficult to establish an evidence base in this field Meeting the diverse needs of students with disabilities is complex and multifaceted, requiring the engagement of multiple stakeholders and appropriate training Theory is largely absent from reviewed studies

Conclusions Quantitative methods dominate research so our current understanding of students’ experiences is based on inferences made from others’ and student perceptions The actual voices of students with record dataare absent from the research on disabilities online higher education https: //www. cmich. edu/ess/studentaffairs/SDS/Pages/default. aspx

Reviewed Articles 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Asuncion, J. , V. , Fichten, C. , S. , Ferraro, V. , Chwojka, C. , Barile, M. , Nguyen, M. , Nhu, & Wolforth, J. (2010). Multiple perspectives on the accessibility of E-learning in Canadian colleges and universities. Assistive Technology, 22(4), 187 -199. Babu, R. , & Midha, V. (2007). Accessible E-learning: Equal pedagogical opportunities for students with sensory limitations. International Journal of Web - Based Learning and Teaching Technologies, 2(2), 38 -49. Badge, J. L. , Dawson, E. , Cann, A. J. , & Scott, J. (2008). Assessing the accessibility of online learning. Innovations in Education & Teaching International, 45(2), 103 -113. Barnard-Brak, L. , Paton, V. , & Sulak, T. (2012). The relationship of institutional distance education goals and students' requests for accommodations. Journal of Postsecondary Education & Disability, 25(1), 5 -19. Barnard-Brak, L. , & Sulak, T. (2010). Online versus f 2 f accommodations among college students with disabilities. The American Journal of Distance Education, 24(2), 81 -91. Bradbard, D. A. , Peters, C. , & Caneva, Y. (2010). Web accessibility policies at land-grant universities. The Internet and Higher Education, 13(4), 258 -266. Carr, D. (2010). Constructing disability in online worlds: Conceptualising disability in online research. London Review of Education, 8(1), 51 -61. Fichten, C. S. , Asuncion, J. V. , Barile, M. , Ferraro, V. , & Wolforth, J. (2009). Accessibility of e-learning and ICT for students with visual impairments in postsecondary education. Journal of Visual Impairment & Blindness, 103(9), 543 -557. Fichten, C. S. , Asuncion, J. V. , Nguyen, M. N. , Budd, J. , & Amsel, R. (2010). The POSITIVES scale: Development and validation of a measure of how well the information and communication technology needs of students with disabilities are being met. Journal of Postsecondary Education and Disability, 23(2), 137 -154. Fichten, C. S. , Asuncion, J. V. , Wolforth, J. , Barile, M. , Budd, J. , Martiniello, N. , & Amsel, R. (2012). Information and communication technology related needs of college and university students with disabilities. Research in Learning Technology, 20(4), 323 -344. Fichten, C. S. , Ferraro, V. , Asuncion, J. V. , Chwojka, C. , Barile, M. , Nguyen, M. N. , . . . Wolforth, J. (2009). Disabilities and elearning problems and solutions: An exploratory study. Journal of Educational Technology & Society, 12(4), 241 -256. Fichten, C. S. , Nguyen, M. N. , Asuncion, J. V. , Barile, M. , Budd, J. , Amsel, R. , & Libman, E. (2010). Information and communication technology for French and English speaking postsecondary students with disabilities: What are their needs and how well are these being met? Exceptionality Education International, 20(1), 2 -17. Gladhart, M. A. (2010). Determining faculty needs for delivering accessible electronically delivered instruction in higher education. Journal of Postsecondary Education and Disability, 22(3), 185 -196.

Reviewed Articles 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. Heiman, T. (2008). Females with learning disabilities taking on-line courses: Perceptions of the learning environment, coping and well-being. Journal of Postsecondary Education & Disability, 21(1), 4 -14. Heiman, T. , & Shemesh, D. O. (2012). Students with learning disabilities in higher education use and contribution of assistive technology and website courses and their correlation to students’ hope and well-being. Journal of Learning Disabilities, 45(4), 308 -318. Hollins, N. , & Foley, A. R. (2013). The experiences of students with learning disabilities in a higher education virtual campus. Educational Technology Research and Development, 61(4), 607 -624. Long, G. L. , Marchetti, C. , & Fasse, R. (2011). The importance of interaction for academic success in online courses with hearing, deaf, and hard-of-hearing students. The International Review of Research in Open and Distributed Learning, 12(6), 1 -19. Moisey, S. (2004). Students with disabilities in distance education. Journal of Distance Education, 19(1), 73 -91. Phillips, A. , Terras, K. , Swinney, L. , & Schneweis, C. (2012). Online disability accommodations: Faculty experiences at one public university. Journal of Postsecondary Education & Disability, 25(4), 331 -344. Richardson, J. T. E. (2009). The attainment and experiences of disabled students in distance education. Journal of Distance Education, 30(1), 87 -102. Richardson, J. T. (2014). Academic attainment of students with disabilities in distance education. Journal of Postsecondary Education and Disability, 27(3), 291 -305. Roberts, J. B. , Crittenden, L. A. , & Crittenden, J. C. (2011). Students with disabilities and online learning: A cross-institutional study of perceived satisfaction with accessibility compliance and services. The Internet and Higher Education, 14(4), 242250. Seale, J. , Draffan, E. A. , & Wald, M. (2010). Digital agility and digital decision-making: Conceptualising digital inclusion in the context of disabled learners in higher education. Studies in Higher Education, 35(4), 445 -461. Simoncelli, A. , & Hinson, J. M. (2008). College students' with learning disabilities personal reactions to online learning. Journal of College Reading and Learning, 38(2), 49 -62. Stewart II, J. F. , Mallery, C. , & Choi, J. (2010). A multilevel analysis of distance learning achievement: Are college students with disabilities making the grade? Journal of Rehabilitation, 76(2), 27 -39. Wald, M. , Draffan, E. A. , & Seale, J. (2009). Disabled learners' experiences of E-learning. Journal of Educational Multimedia and Hypermedia, 18(3), 341 -361.

Acknowledgements This research was supported by Wayne Perry Ed. D. Student Research Award and the Social Sciences and Humanities Research Council Doctoral Fellowship Program