Advertisement

Quality & Quantity

, Volume 52, Supplement 2, pp 1201–1210 | Cite as

The problems disabled people face in mobile and web based e-learning phases in a developing country

  • Umut AkcilEmail author
  • Çimen Ünlücan
Article
  • 137 Downloads

Abstract

It has been much easier to access education in the recent digital age. As each individual person is trying to benefit from the advantages of the digital age, it is an unacceptable case for the disabled people being left behind these benefits. In the international human rights declaration, each individual of the society has the right to have the equality of education. When it is about disabled people, human rights and education rights, which are the basis of all rights, gain more importance. Since the importance given to e-learning education has been increasing recently, it is essential to research whether this situation is the same for the disabled people living in developing countries or internationally less recognized countries, or not. In this respect, the present study has been carried out in line with the opinions of the disabled foundation administrators, in order to reveal the problems disabled people face in mobile and web based e-learning education phases, in the digital age. The study has been conducted with 10 administrators from 5 disabled foundations. Moreover, phenomenology as one of the qualitative research approaches has been put into practise. The data has been collected through the voice records of face to face interviews. As a result of content analysis, 5 themes have been found out. According to these findings, it has been clear that there are problems at web design, access to adapted technology, the usage of mobile devices, the content of e-education and the access of the technological devices.

Keywords

Disability Digital age Mobile education Web based education E-learning 

References

  1. Akcil, U.: The use of mobile learning for visually impaired learners school in tolerance education contents. Qual. Quant. 1–14 (2017).  https://doi.org/10.1007/s11135-017-0552-1
  2. Aruk, İ.: Bilişim Teknolojilerinin Zihinsel Engellilerin E-eğitiminde Kullanilmasi ve Örnek Bir Uygulama Geliştirilmesi. (Unpublished master’s thesis). Trakya University Institute of Science, Edirne. (2008)Google Scholar
  3. Avcıoğlu, H.: Mental handicapped class teachers’ thoughts on preparing IEP: individualized education program. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi 12(1), 39–53 (2011)CrossRefGoogle Scholar
  4. Aydın, A.: Görme engelli üniversite öğrencilerinin bilgi erişim sorunlari üzerine yapilmiş bir araştirma. Bilgi Dünyası 13(1), 93–116 (2012)Google Scholar
  5. Ayres, K.M., Langone, J.: Video Supports for teaching students with developmental disabilities and autism: twenty-five years of research and development. J. Spec. Educ. Technol. 23(3), 1–8 (2008)CrossRefGoogle Scholar
  6. Bakırcı, R.: Hollanda’da görme engellilere verilmekte olan dijital erişimli bilgi sistemi ve Türkiye’deki durum. Türk Kütüphaneciliği 25(2), 306–331 (2011)Google Scholar
  7. Bayrakdar, U., Çuhadar, C.: İşitme engelliler okullarinda bilgi ve iletişim teknolojilerinin öğretim amaçli kullaniminin incelenmesi. Trakya Üniversitesi Eğitim Fakültesi Dergisi 5(2), 172–191 (2015)Google Scholar
  8. Büyüköztürk, Ş., Çakmak, E.K., Akgün, Ö.E., Karadeniz, Ş., Demirel, F.: Bilimsel Araştırma Yöntemleri, pp. 1–360. Pegem, Ankara (2017)CrossRefGoogle Scholar
  9. Cropley, A.: Qualitive research methods: an introduction for students of psycholgy and education. University of Latvia, Zinatne (2002)Google Scholar
  10. Cotien, L., Manion, L.: Research Methods in Education, 4th edn. Routlenge, London (1994)Google Scholar
  11. Dawabi, P., Wessner, M., Neuhold, E.: Using mobile devices for the classroom of the future. Learning with mobile devices research and development. Editado por Attawell, J. & Savill-Smith C, 55–59 (2004)Google Scholar
  12. Demirhan, T.: Bilişim Teknolojilerinin Işitme Engellilerin Eğitimine Olan Etkisinin Incelenmesi. (Unpublished master’s thesis). Trakya University Institute of Science, Edirne. (2008)Google Scholar
  13. Duke, C.: The Learning University. SHRE/Open University, Buckingham (1992)Google Scholar
  14. Ergüney, M.: Uzaktan eğitimin geleceği: MOOC (Massive Open Online Course). Eğitim ve Öğretim Araştırmaları Dergisi 4(4), 15–22 (2015)Google Scholar
  15. Göker, H., Tekedere, H.: Engellilere yönelik E-öğrenme ortamlari konusunda yapilan lisansüstü tez çalişmalarinin içerik analizi. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 1(3), 945–970 (2016)Google Scholar
  16. İşman, A.: Uzaktan Eğitim. Pegem Akademi, Ankara (2011)Google Scholar
  17. Karal, H., Çiftçi, E.: Use of computer aided animation in the training of hearing impaired. Retrieved from: http://ietc2008.home.anadolu.edu.tr/ietc2008/86.doc. (2008)
  18. Kaya, Z.: Uzaktan Eğitim. Pegem Yayıncılık, Ankara (2002)Google Scholar
  19. Kim, T., Doh, S.: Analysis of the digital divide between disabled and non-disabled people in South Korea. Asia Pac. J. Public A dm. 28(2), 231–261 (2006)Google Scholar
  20. Köten, E., Erdoğan, B.: Sosyal dahil etme adi altinda sosyal dişlanmanin yeniden üretimi: Engelli gençler ve internet. Sosyologca 1(8), 120–134 (2014)Google Scholar
  21. Kuzu, A., Cavkaytar, A., Çankaya, S., Öncül, N.: Zihin engelli bireylerin ebeveynlerinin kullanımına yönelik geliştirilen mobil beceri öğretimi yazılımına yönelik katılımcı görüşleri. Anadolu Journal Of Educational Sciences International, 3(2) (2013)Google Scholar
  22. Liu, C.C., Hong, Y.C.: Providing hearing-impaired students with learning care after classes through smart phones and the GPRS network. Brit. J. Educ. Technol. 38(4), 727–741 (2007)CrossRefGoogle Scholar
  23. Mull, C.A., Sitlington, P.L.: The role of technology in the transition to postsecondary education of students with learning disabilities. A review of the literature. J. Spec. Educ. 37(1), 26–32 (2003)CrossRefGoogle Scholar
  24. Odabaşı, H.F., Kuzu, A., Girgin, C., Çuhadar, C., Kıyıcı, M.: Reflections of hearing impaired students on daily and instructional PDA use. Int. J. Spec. Educ. 24(1), 8–19 (2009)Google Scholar
  25. Öztürk, S.: Görme ve Ortopedik Engelli Ilköğretim Öğrencilerinin Benlik Kavramlarının Özel Eğitim Okullarına ve Kaynaştırma Eğitimine Devam Etme Durumlarına Göre Incelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Hacettepe Üniversitesi Sağlık Bilimleri Enstitüsü, Ankara (2006)Google Scholar
  26. Polili, Ö.: Kuzey Kıbrıs’ta Engelli Kişilerin Hakları. 1. Baskı. Lefkoşa: Mavi Basım. (2012)Google Scholar
  27. Silman, F., Yaratan, H., Karanfiller, T.: Use of assistive technology for teaching-learning and administrative processes for the visually impaired people. Eurasia J. Math. Sci. Technol. Educ. 13(8), 4805–4813 (2017)CrossRefGoogle Scholar
  28. Sivin-Kachala, J., Bialo, E.: Research Report on the Effectiveness of Technology in Schools, 7th edn. Software and Information Industry Association, Washington, DC (2000)Google Scholar
  29. Silverman, D.: Interprting Qualitative data: Methods for Analysing Talk, Text and Interaction. Sage Publications, London (1993)Google Scholar
  30. Stinson, M.S., Elliot, L.B., Easton, D.: Deaf/hard-of-hearing and other postsecondary learners’ retention of STEM content with tablet computer-based notes. J. Deaf Stud. Deaf Educ. 19(2), 251–269 (2014)CrossRefGoogle Scholar
  31. Yildiz, S.: Bilgi ve iletişim teknolojileri yoluyla özürlüler için geleceğe bir kapi açmak. J. Int. Soc. Res. 3(11), 612–620 (2010)Google Scholar
  32. Yukata, G., Jumpei, H.: Deaf students’ learning environment: Utilization of web based system for mobile clients. IEIC Technical Report (Institute of Electronics, Information and Communication Engineers), 100, 135–141 (2001)Google Scholar
  33. World Disability.: Disabled world category on disability provides news and articles concerning disabilities including latest health issues. Retrieved from: https://www.disabled-world.com/disability. (2017)

Copyright information

© Springer Science+Business Media B.V., part of Springer Nature 2018

Authors and Affiliations

  1. 1.Near East University, Faculty of EducationNicosiaTurkey

Personalised recommendations