Technology Inclusion for Students Living with Disabilities through Collaborative Online Learning during and beyond COVID-19

Autor/inn/en	de Klerk, Edwin Darrell; Palmer, June Monica
Titel	Technology Inclusion for Students Living with Disabilities through Collaborative Online Learning during and beyond COVID-19
Quelle	In: Perspectives in Education, 40 (2022) 1, S.80-95 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de Klerk, Edwin Darrell) ORCID (Palmer, June Monica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
DOI	10.18820/2519593X/pie.v40.i1.5
Schlagwörter	Higher Education; Students with Disabilities; Educational Technology; Technology Uses in Education; COVID-19; Pandemics; School Closing; Online Courses; College Students; Cooperative Learning; Distance Education; International Cooperation; Open Education; Educational Policy; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Collegestudent; Kooperatives Lernen; Distance study; Distance learning; Fernunterricht; Internationale Kooperation; Internationale Zusammenarbeit; Offene Erziehung; Offener Unterricht; Politics of education; Bildungspolitik; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Technology-based platforms in higher education institutions (HEIs), including online learning, require innovative approaches to ensure inclusive and transformative educational spaces for students living with disabilities. Achieving social equality, technology access and inclusion may contribute to ensuring a seamless instructional design for students living with disabilities in HEIs amid and beyond COVID-19. COVID-19 has obliged HEIs to adopt alternatives to learning and teaching, making the use of open distance learning (ODL) amid the pandemic more relevant. This theoretical paper considers the significance of ODL by demonstrating how to achieve technology inclusion for students living with disabilities through collaborative online international learning (COIL). Situated within the collaborative learning theory, this paper offers a disability perspective to learning in HEIs, through an analysis of stipulations in the Strategic Policy Framework on Disability for the Post-School Education and Training System (2018). The findings indicate that the application of COIL for students living with disabilities may transform their learning experiences and unlock new pathways for their development. The paper recommends that COIL may be used as a response to ensuring access and inclusive education provision for students living with disabilities in HEIs. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: http://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01