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Using Cloud collaboration for writing assignments by students with disabilities: a case study using action research
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, , SUNY Empire State College

Open Praxis Volume 6, Number 1, ISSN 1369-9997 e-ISSN 1369-9997 Publisher: International Council for Open and Distance Education

Abstract

Though separated by geographical distance, a student with disabilities, his advisor, and his writing coach consorted in the Cloud using Google applications to achieve a writing goal. Our scenario demonstrates how emerging technologies can bridge transactional distance and “virtually” supplant face-to-face conferencing around a college writing assignment. Individual levels of technical acumen with digital technology evolved to bridge the psychological and communication space between the student and his instructors. As a result, the telecollaborators developed an efficient coaching process adaptable for all students who need assistance in revising college writing assignments at a distance. Action research frames our discussion of the Cloud collaboration and provides a scaffold for student autonomy. The advantages as well and disadvantages of Cloud collaboration are outlined with reference to the National Institute of Standards of Technology definition of Cloud Computing and the Seven Principles of Universal Course Design.http://dx.doi.org/10.5944/openpraxis.6.1.79

Citation

Keane, K. & Russell, M. (2014). Using Cloud collaboration for writing assignments by students with disabilities: a case study using action research. Open Praxis, 6(1), 55-63. International Council for Open and Distance Education. Retrieved June 19, 2021 from .

This record was imported from OpenPraxis on March 17, 2014. [Original Record]

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