IRRODL Volume 18, Number 7, ISSN 1492-3831 Publisher: Athabasca University Press
Today the digital divide is measured not so much by access to the internet but by people's ability to interact in cyberspace, which calls for specific digital communication skills. These skills are also required for participation in e-learning, bearing in mind that the deaf and hard of hearing have certain characteristics related to their condition. This study aims to identify inequalities in access to e-learning by those who are deaf or hard of hearing, observe how they are related to social and demographic factors, and confirm whether the accessibility of the e-learning environment has a direct influence on their satisfaction. The study has been conducted via an electronic survey in Spain with a non-probabilistic sample, in line with the characteristics of this sector of the population, recording social and demographic data, and information about the participants' experience of e-learning and their satisfaction with the experience. The representative survey sample consisted of 484 deaf and hard-of-hearing individuals in Spain, aged between 16 and 64. Using a chi-square test for independence we obtained a significant relationship between participation in online courses and the following variables: level of education, knowledge of sign language, and number of members in the household. A correspondence analysis was then carried out to detect particular relationships between classes of the related variables.
Lago, E. & Acedo, S. (2017). Factors Affecting the Participation of the Deaf and Hard of Hearing in e-Learning and Their Satisfaction: A Quantitative Study. The International Review of Research in Open and Distributed Learning, 18(7),. Athabasca University Press. Retrieved February 22, 2019 from https://www.learntechlib.org/p/182253/.
© 2017 Athabasca University Press
- Ally, M., & Samaka, M. (2013). Open educational resources and mobile technology to narrow the learning divide. The International Review of Research in Open and Distance Learning, 14(2), 14-27.
- Corbetta, P. (2007). Metodología y técnicas de investigación social. Edición revisada. [Methodology and
- Esparrell, J.A.F., & Sánchez, A.M.H. (2011). Campus virtual Mundosigno: Un espacio de aprendizaje
- Fuertes, J.L., González, A.L., Mariscal, G., & Ruiz, C. (2005). Herramientas de apoyo a la educación de
- ICT Accessibility Observatory. (2013). Tecnología educativa 2.0: accesibilidad de plataformas elearning, recursos educativos y libro electrónicos. Febrero 2013. Versión detallada. [Education technology 2.0: accessibility on e-learning platforms, educational resources and electronic books. February, 2013. Detailed version.] Discapnet, Fundación ONCE y Technosite. Retrieved from http://www.discapnet.es/Castellano/areastematicas/Accesibilidad/Observatorio_ Infoaccesibilid
- López Camps, J. (2005). Planificar la formación con calidad. [Quality education planning.] Barcelona: Praxis.
- Lowerison, G., Côté, R., Abrami, P.C., & Lavoie, M.C. (2008). Revisiting learning theory for e-learning. In
- Martínez Caro, E. (2008). E-learning: Un análisis desde el punto de vista del alumno. [E-learning: an
- National Statistics Institue. (2008). Encuesta sobre Discapacidades, Autonomía personal y situaciones
- UNESCO. (2005). Towards knowledge societies. Paris: UNESCO. Retrieved from http://unesdoc.unesco.org/images/0014/001418/141843e.pdf
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.