Device Usage and Accessible Technology Needs for Post-Traditional Students in the e-Learning Environment

Autor/inn/en	Aquino, Katherine C.; BuShell, Shawna
Titel	Device Usage and Accessible Technology Needs for Post-Traditional Students in the e-Learning Environment
Quelle	In: Journal of Continuing Higher Education, 68 (2020) 2, S.101-116 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aquino, Katherine C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-7363
DOI	10.1080/07377363.2020.1759313
Schlagwörter	Electronic Learning; Handheld Devices; Assistive Technology; Inclusion; Student Needs; Academic Accommodations (Disabilities); Computer Use; Student Attitudes; Blended Learning; Academic Achievement; Academic Support Services; College Students; Students with Disabilities; Nontraditional Students; Adults; Behavior Patterns; Private Colleges + Suchen Sie Ihr Suchwort? Inklusion; Schülerverhalten; Schulleistung; Collegestudent; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Privathochschule
Abstract	For blended and fully online learning environments, the appropriate device usage and application, as well as students' perceived comfort with technology, may influence their success within the e-Learning setting. Additionally, institutional awareness of student technology needs--including student support needs as they relate to accessible technology--is essential to create an inclusive and supportive learning environment. Despite the growing number of students requiring accommodations for academic success, such as accessible technology within the coursework, there is limited research exploring technology use and student perceptions of accessible technology needs for post-traditional learners enrolled in the e-Learning course environment. Surveying post-traditional students enrolled in blended and online coursework, this study investigated device usage and perceptions of technology use, accessibility, and support within e-Learning-based learning environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01