Covid-19 has led to an inevitable expansive switch to e-learning. Online learning raised various issues for students including technical issues, communication breakdown, lack of skills to operate online tools, lack of learning motivation, etc. For Visually Impaired students-those whose vision were lost due to gen, injury or illness the problems could be multiplied many times over. However, there is not yet any study that looks at the experiences of VI students in online classes. This paper, thus, aimed to examine the perception of teachers and VI students regarding e-learning in inclusive classrooms. To achieve these purposes, a case study qualitative research design was utilized to gain a deep understanding of the experiences of two VI students at an international university in Hanoi. Online semi-structured interviews were conducted with two VI students and their teachers and thematic analysis was applied to analyze the interview data. The findings of the study indicated that despite receiving numerous support from the teacher, peers and the university, VI students often experienced challenges in (i) interacting online, (ii) managing online platforms and apps, (iii) understanding the visual aids that teachers use in the lessons. VI students also highlighted numerous benefits of online learning such as: saving travelling as well as beauty expenses, inspiring the society and receiving various support and motivation from peers during an online class. Findings might have important implications for numerous stakeholders wanting to enhance the learning experience of visually impaired students in an inclusive online class.
Covid-19 has led to an inevitable expansive switch to e-learning. Online learning raised various issues for students including technical issues, communication breakdown, lack of skills to operate online tools, lack of learning motivation, etc. For Visually Impaired students-those whose vision were lost due to gen, injury or illness the problems could be multiplied many times over. However, there is not yet any study that looks at the experiences of VI students in online classes. This paper, thus, aimed to examine the perception of teachers and VI students regarding e-learning in inclusive classrooms. To achieve these purposes, a case study qualitative research design was utilized to gain a deep understanding of the experiences of two VI students at an international university in Hanoi. Online semi-structured interviews were conducted with two VI students and their teachers and thematic analysis was applied to analyze the interview data. The findings of the study indicated that despite receiving numerous support from the teacher, peers and the university, VI students often experienced challenges in (i) interacting online, (ii) managing online platforms and apps, (iii) understanding the visual aids that teachers use in the lessons. VI students also highlighted numerous benefits of online learning such as: saving travelling as well as beauty expenses, inspiring the society and receiving various support and motivation from peers during an online class. Findings might have important implications for numerous stakeholders wanting to enhance the learning experience of visually impaired students in an inclusive online class.
Poster No.123 (Meeting Hall No.2) VietTESOL International Convention 2022 convention@viettesol.org.vnTechnical Issues?
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