While screen readers enable learners to navigate their on-line environment, they are limited on how they can interpret a busy website. Magnification may be used to explore a page, with speech output to read out more text-rich parts of the page (Brophy & Craven, 2007). The purpose of this research paper was to explore web accessibility and use of assistive technology in accessing e-resources by students with visual impairments (VI). In a study carried out by Dermody (2011) the students were forced to abandon articles because of technological barriers and this limited the amount of resources they could use to write their assignments. This was done through expert judgment technique. (2007) indicated in their study that vendors are not addressing accessibility in their marketing efforts. If this situation prevails, learners with visual impairment will continue lagging behind in the moving information world where knowledge is easily generated from the available electronic resources. Others stated that the user education was given using a projector and were not able to benefit since they were visually challenged. We believe that wherever learning flourishes so do people. These are all too common these days, however this could affect the way an adult learner can access learning tools. In order to explore whether the students with visual impairments found it easy to access and use e-resources or not, the researcher posed a statement that “it is easy to access and use e-resources” and the respondents were asked to indicate the level at which they agreed or disagreed to the statement. With the library being a key provider of information especially to students with visual impairment, there is need therefore to keenly explore web accessibility and use of assistive technology in accessing these e-resources by learners with visual impairment. The findings of this study are not different from a study conducted earlier. This article written by Areej Ahmed, demonstrates the different perspectives individuals have on the concept of assistive technology. She asked the students to state the reasons why they found AT available not useful. 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. On the basis of the cited research results, this study sought to find out the situation at Kenyatta University Post Modern Information centre, in availability of assistive technology and its use. Dermody, K., & Majekodunmi, N. (2011). In order to find out whether the students were able to use assistive technology, the researcher sought to find out whether the students had any training on the use of assistive technology. Developments in technology have transformed both face-to-face and online learning. Online databases and the research experience for university students with print disabilities. Library Hi Tech, 29(1), 149–160. Misc., April 30 2020. Some well-known standards has been defined to answer to the need of profiling learners preferences and needs and in this subsection we are going to describe them. 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. A strategy for education providers and the technology industry to help improve and increase the effective use of technology in education. Often people will use a combination of the above technologies to enable them to read electronic print. doi:10.1108/EL-02-2012-0022. Global Study: Three out of Four Learners Believe the Pandemic Is Revolutionizing Education, Work, Find expert information to make the most out of online learning, August 10, 2020, 08:00 In recent years, the information superhighway, the Internet, has become a global gateway for information dissemination with the ability to share worldwide collections of information (Ekwelem, 2013). 4, pp. Technology assets: Among those with a smartphone and a home broadband connection (just over half the population), 82% have done some personal learning activity in the past year. This study therefore seeks to explore whether the web content is accessible to learners with visual impairment and what are the implications of this accessibility on information access which further influences their participation in the knowledge society. and Chambers, M.B. California: C.E. Research related to technology and innovation in education. Reviewing the recent past, it can be seen that sharing method of resources of academic researches were printed references. doi:10.1108/EL-04-2012-0041, Chia-chen, C. H. C., & Chen, C. (2014). The IMS Global Learning Consortium has developed a specification that attempts to address learners' profiling: the IMS Learner Information Profile (IMS LIP) . An evaluation of the functionality and accessibility of e-readers for individuals with print disabilities. We have recently updated our policy. Now in its second year, Pearson’s Global Learner Survey is the most comprehensive global public opinion survey of its kind. 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. 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. Technology for learners with literacy difficulties is used widely in higher education, but not yet in schools. This can be extended to “when on the internet, use Chrome® as it won’t work on Internet Explorer®”. OK Question Title * 1. The study also recommends that the library users with visual impairment should be provided with awareness about the availability on request of e-information literacy trainings. 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% To establish the literacy levels of students and staff in assistive technology. This is a reason good enough for the low usage of e-resources by students with visual impairment in the postmodern library. The study was carried out at Kenyatta University-Post Modern Library, and the population comprised of 80 learners and 5 staff members. Student response to e-books : study of attitude toward reading among elementary school children in Kuwait. Wednesday, 20th May 2020. 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. Teaching Students with Visual Impairments. Saskatchewan Learning. The increasing provision of Web-based information resources has moved from a simple text interface to dynamic and interactive de­signs. According to Dermody, database vendors are aware of the barriers their databases pose to learners who rely on screen readers. However the study also showed that technology can also be a barrier. As they come to terms with this new reality, learners want schools and governments to address inequality in the learning experience, and desire digital skills they believe they will need to thrive in the new economy. It was administered twice with a time span of two weeks to 4 students with VI who were purposively selected from Kenya institute of special education, a location that was not used during the main study and Spearman rank order of correlation coefficient (Rho) was computed to determine the correlation between the results of the two administrations of the questionnaires. Byerley, S.L., Chambers, M.B. 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. Exploring switch intention of users ’ reading behaviour. 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 role of libraries in the implementation of the Marrakesh Treaty for persons with a print disability, 1–9. According to Rogers, learning is facilitated when: (1) the student participates completely in the learning process and has control over its nature and direction, (2) it is primarily based upon direct confrontation with practical, social, personal or research problems, and (3) self-evaluation is the principal method of assessing progress or success. However, in addi­tion to this, the information provided on screen must be presented in a way that can be interpreted by any kind of access technology. Offered by University of Illinois at Urbana-Champaign. Service provision is a very important aspect in a library setting. Many students stated that there was no such organized training at the section for users with special needs. doi:10.1108/07378831111116976. Peer-reviewed paper Accessibility of Apple iPad for partially sighted users : pilot study. Along with example of the different forms of assistive technology there is a clear separation of the ideologies… But now, ‘distance learning’ is primarily delivered as online learning. 25 No. Web survey powered by SurveyMonkey.com. 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. Doiron, R. (2011), “Using e-books and e-readers to promote reading in school libraries: lessons from the field”, paper presented at the IFLA Conference, 13-18 August, San Juan, Puerto Rico. Freedom to learn for the 80's. These computer-related aids and equipment are commonly known as “assistive,” “adaptive,” “access,” or “enabling” technology. Learners with visual impairment also have similar information needs as the other sighted learners. 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. On the other hand, if the web content is not accessible, then participation of learners with visual impairment in the knowledge society through information access is limited. Research Design: The study adopted a descriptive survey research design. Nandez & Borrego in their 2014 study noted that the adoption of electronic information in academic setting has been extremely successful. According to Brophy & Craven (2014), “Design for all” in a information centre environment basically means that information centre information technology (IT) systems and interfaces must be designed in a way that enables them to be read and interacted easily by all users of the information centre, whether they are physically visiting the information centre itself or accessing it remotely and regardless of any disability or access preference they may have. This theory was applicable in this paper because information seeking is part of the learning process. We use cookies to give you the best experience on our website. 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. Kenyatta University was purposively selected since it had the largest population of students with visual impairment. 20 No. Assistive technologies used by individuals who are blind are costly and accessible materials, such as popular books and textbooks, are slow to be developed (Stephanie et al., 2014). The reliability coefficient that was obtained from the pilot study was accepted since it attained a coefficient (0.75) which the researcher considered reasonable based on Orodho (2009). electronic versions of newspapers, job applications). How is the training on access to e-resources offered to learners with visual impairments? 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. (2009) as cited in (Nández & Borrego, 2014) showed that scholars’ use of electronic information has increased substantially over time as academic libraries transit from print to electronic collections. The Global Learner Survey’s top findings included: To view the findings of the Global Learner Survey, including full findings for the US visit: go.pearson.com/global-learner-survey. The findings of this paper are aimed at informing policy in the provision of access literacy skills especially on an e-platform. Variables: The dependent variable was the access to e-resources. The findings were: both staff and users with visual impairment had average skills in assistive technology on the e-platform; information websites were not accessible by learners with visual impairment; use of assistive technology to access e-resources was challenged and that learners lacked adequate skills in accessing e-resources using AT. 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. For Quantitative methods, descriptive statistics was used while thematic analysis approach was used to analyze qualitative data. 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. doi:10.1108/EL-03-2012-0031. This finding could be attributed to inaccessible web designs, low literacy levels in using electronic resources, lack of knowledge in using assistive technology and lack of motivation in using e-resources possibly caused by the above factors. Using a recorder, the researcher herself conducted the interviews. Ie more users and more use. Those findings appear in the second annual Global Learner Survey, which captures the opinions and views of learners worldwide. Use of social networks for academic purposes : a case study. KEYBOARDING INSTRUCTION AT THE TORONTO DISTRICT SCHOOL BOARD PILOT STUDY 2016-17: RECOMMENDATIONS FOR POLICY AND PRACTICE: This report describes the results from the evaluation of the keyboarding pilot program in 2016-17.The purpose of the evaluation was to inform decisions regarding the integration of … In addition, they spend more time on the computer trying to retrieve a single information resource. The study recommends that the library should design a AT training program for learners with visual impairments as well as conducting regular and one on one training sessions. For example, they may use speech output predominantly, with Braille output to verify unusual spellings or language. Paul, S., & P. Singh, S. (2014). Although significant changes are taking place in Web technol­ogies, the graphical user interface (GUI) has rapidly become dominant and looks likely to remain so. 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. (2014). By continuing, you're agreeing to use of cookies. Access to information enables individuals to acquire knowledge. (2002), “Accessibility and usability of web-based information centre databases for non-visual users”, Information centre Hi Tech, Vol. Digitization initiatives and special information centres in India. The Electronic Information centre, 32(2), 221–238. Byerley, S.L. The interface of choice for nearly all digital information centres is the world wide web (www). What are the literacy levels of students and staff in assistive technology? 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). 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