Using Community of Inquiry (CoI) to Facilitate the Design of a Holistic E-Learning Experience for Students with Visual Impairments

Autor/inn/en	Ngubane-Mokiwa, Sindile A.; Khoza, Simon Bheki
Titel	Using Community of Inquiry (CoI) to Facilitate the Design of a Holistic E-Learning Experience for Students with Visual Impairments
Quelle	In: Education Sciences, 11 (2021), Artikel 152 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Communities of Practice; Inquiry; Instructional Design; Instructional Effectiveness; Holistic Approach; Electronic Learning; Distance Education; Student Needs; Students with Disabilities; Accessibility (for Disabled); Visual Impairments; Inclusion; Knowledge Level; Open Education; Pandemics; COVID-19; College Students; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Community; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Holistischer Ansatz; Distance study; Distance learning; Fernunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Accessibility; Zugänglichkeit; Visual handicap; Sehbehinderung; Inklusion; Wissensbasis; Offene Erziehung; Offener Unterricht; Collegestudent; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Information and Communication Technology (ICT) tools provide an ideal mechanism by which students can interact closely with their lecturers in an open distance learning (ODL) context. This is especially true for students with disabilities who require access through alternative formats. This paper demonstrates teaching and learning practices in an ODL institution in South Africa, with a focus on the indispensable role of lecturers and tutors in an online learning setting. The paper employs the Community of Inquiry, which sees the effective online learning environment through three elements: cognitive, social, and teaching presence. The findings shed light on the use of vision-based approaches in course design; limited implementation of open-access policies, and the academic faculty's lack of knowledge on how to facilitate inclusive learning. The paper concludes by presenting a proposed student-centred framework that seeks to facilitate inclusive teaching and learning towards positive and inclusive learning experiences for students. The proposed framework could be beneficial during pandemic situations. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01