Optimizing Online Education for Visually Impaired Students: Progress and Future Prospects
Abstract
In the era of e-learning and educational digitization, accessibility for visually impaired students has become an urgent challenge. Despite technological advances, barriers to effectively integrating digital tools into online learning for this diverse demographic persist. This review article aims to address this critical issue by consolidating and synthesizing existing literature and suggesting solutions that promote inclusion and adaptation in the online educational environment. This literature review covers three key areas: assistive technology for visually impaired people, web and digital accessibility, and the social and educational impact of assistive technology. The importance of assistive tools such as screen readers and visual magnification software is highlighted, as well as the crucial role of web and digital accessibility in the democratization of online education. The findings reveal an urgent need to address gaps in the integration of digital tools, focusing on solutions that ensure an inclusive and adapted online learning experience. This study highlights the need for comprehensive educator training and continuous updating of assistive technologies to enhance learning experiences and promote independence among visually impaired students. Recommendations are presented for educators, course designers, and tool developers to create inclusive learning environments, develop accessible course materials, and apply universal design principles, with the goal of fostering a supportive and equitable online educational experience.
Keywords: accessibility, assistive technology, educational inclusion, e-learning, visual impairment.
Full Text:
PDFReferences
JOHNSON L., BECKER S. A., CUMMINS M., ESTRADA V., FREEMAN A., and HALL C. NMC Horizon Report: 2016 Higher Education Edition. The New Media Consortium, Austin, Texas, 2016. https://www.learntechlib.org/p/171478
BULUS C. Social construction of technology: web accessibility in people with visual disabilities. Thesis, National University of La Plata, 2021.
DUSSEL I., & QUEVEDO L. A. Education and new technologies: the pedagogical challenges in the digital world. Santillana, Buenos Aires, 2010.
CONTRERAS B. P. U., & OYOLA L. T. National Administrative Department of Statistics - DANE, n.d.
LOPEZ R. A. Communication barriers of people with visual disabilities from a social approach. Journal of Social Communication, 2022, 49-73.
MTEBE J. S., & RAPHAEL C. Key factors in learners’ satisfaction with the e-learning system at the University of Dar es Salaam, Tanzania. Australasian Journal of Educational Technology, 2018, 34(4): 107-122. https://doi.org/10.14742/ajet.2993
MORIÑA A. Theory and practice of inclusive education. Aljibe, Málaga, 2004.
LUGO I. M., NARVÁEZ C. M., and RIVERO K. C. Development of accessible virtual learning experiences. Attention to the needs of people with visual disabilities. EDUTEC: Electronic magazine of educational technology, 2017, 34-47.
LOBLE L. Learning to live in the time of AI. UNESCO, 2018. https://www.unesco.org/en/articles/learning-live-time-ai-1
ALMURAYZIQ T. S., ALSHAMMARI G. K., ALSHAMMARI A., ALSAFFAR M., and ALJALOUD S. Evaluating AI Techniques for Blind Students Using Voice-Activated Personal Assistants. International Journal of Computer Science and Network Security, 2022, 22(1): 61–68. https://doi.org/10.22937/IJCSNS.2022.22.1.10
LIU W., YU W., LI K., ZHOU S., WANG Q., and YU H. Enhancing blind-dumb assistance through a self-powered tactile sensor-based Braille typing system. Nano Energy, 2023, 116: 108795. https://doi.org/10.1016/j.nanoen.2023.108795
MESA A. A. A. A., & SALAZAR R. D. Mobility assistance devices in people with visual disabilities: a bibliographic review. Polytechnic Magazine, 2019, 107-116.
ZAMORA LOOR G., ÁLVAREZ URIBE Y., SOLANO GALARZA M., and DURÁN OSPINA P. TIFLOUTM virtual platform for E-learning based on Typhlology tools for students with visual disabilities at the Technical University of Manabí. Revista Arbitrada Interdisciplinaria De Ciencias De La Salud. Salud Y Vida, 2019, 3(6): 169-185. https://doi.org/10.35381/s.v.v3i6.314
DAVILA E. S., & HERRERA S. D. Inclusive Higher Education: An Approach to Assisted Classroom Design. Pedagogical Horizons, 2015, 17(1): 104-117.
CORREA-TORRES S. M., & MUTHUKUMARAN A. Impact of COVID-19 on services for students with visual impairment: Experiences and lessons from the field. British Journal of Visual Impairment, 2023, 41(4): 876–886. https://doi.org/10.1177/02646196221109082
AMPONSAH S., & BEKELE T. A. Exploring strategies for including visually impaired students in online learning. Education and Information Technologies, 2023, 28(8): 9355–9377. https://doi.org/10.1007/s10639-022-11145-x
CANDIA GARCÍA F. Design of a curricular e-learning model, using an active and participatory methodology. Revista Iberoamericana para la Investigación y el Desarrollo Educativo, 2016, 7(13): 147-182. https://doi.org/10.23913/ride.v7i13.240
MATOUŠEK J., KRŇOUL Z., CAMPR M., ZAJÍC Z., HANZLÍČEK Z., GRŮBER M., and KOCUROVÁ M. Speech and web-based technology to enhance education for pupils with visual impairment. Journal on Multimodal User Interfaces, 2020, 14(2): 219–230. https://doi.org/10.1007/s12193-020-00323-1
JIMÉNEZ L., & CARRIÓN J. Inclusive education: Opening doors to the future. Almeria University, 2019.
KISANGA S. E., & KISANGA D. H. The role of assistive technology devices in fostering the participation and learning of students with visual impairment in higher education institutions in Tanzania. Disability and Rehabilitation: Assistive Technology, 2022, 17(7): 791–800. https://doi.org/10.1080/17483107.2020.1817989
KLINGENBERG O. G., HOLKESVIK A. H., and AUGESTAD L. B. Digital learning in mathematics for students with severe visual impairment: A systematic review. British Journal of Visual Impairment, 2020, 38(1): 38–57. https://doi.org/10.1177/0264619619876975
LAFUENTE G. J., BALLESTEROS C. A., and FILIPPI J. L. Desarrollo de una plataforma de capacitación a distancia utilizable y abierta para personas con discapacidad visual. Proceedings of the XX Workshop de Investigadores en Ciencias de la Computación, 2018, pp. 1227-1231. http://sedici.unlp.edu.ar/handle/10915/68685
PARIDA M., & SINHA M. Pandemic and disability: Challenges faced and role of technology. Technology and Disability, 2021, 33(4): 245–252. https://doi.org/10.3233/TAD-200311
MORASH V. S., & SIU Y. T. Social Predictors of Assistive Technology Proficiency among Teachers of Students with Visual Impairments. ACM Transactions on Accessible Computing, 2017, 9(2): 1–27. https://doi.org/10.1145/2999569
LEPORINI B., & BUZZI M. Learning by e-Learning: Breaking Down Barriers and Creating Opportunities for the Visually-Impaired. In: STEPHANIDIS C. (ed.) Universal Access in Human-Computer Interaction. Applications and Services. Springer, Berlin, Heidelberg, 2007: 687–696. https://doi.org/10.1007/978-3-540-73283-9_75
OTHAMNI B., CACHEIRO GONZÁLEZ M. L., RODRIGO SAN JUAN C., and LORENZO PÉREZ V. A. Accessibility of the distance education model for students with visual disabilities. Journal of Inclusive Education, 2018, 11(1): 25-38.
SARICA A. D., ULU-ERCAN E., and COŞKUN U. H. COVID-19 and Turkish University Students with Visual Impairments: An In-Depth Inquiry. Journal of Visual Impairment & Blindness, 2022, 116(6): 817–829. https://doi.org/10.1177/0145482X221144054
DELGADO VÁZQUEZ Á., VÁZQUEZ-CANO E., BELANDO MONTORO M. R., and LÓPEZ MENESES E. Análisis bibliométrico del impacto de la investigación educativa en diversidad funcional y competencia digital: Web of Science y Scopus. Aula Abierta, 2019, 48(2): 147–156. https://doi.org/10.17811/rifie.48.2.2019.147-156
PÉREZ IBARRA M., PÉREZ OTERO N., TARIFA H., BOSSOLASCO M. L., QUISPE G., and MEJÍAS M. Entornos virtuales de aprendizaje para personas con discapacidad visual. Proceedings of the XVI Workshop de Investigadores en Ciencias de la Computación, 2014, pp. 1084-1089. http://sedici.unlp.edu.ar/handle/10915/43875
SARACCHINI R., CATALINA-ORTEGA C., and BORDONI L. A mobile augmented reality assistive technology for the elderly. Comunicar, 2015, 23(45): 65–74. https://doi.org/10.3916/C45-2015-07
SORRELL M., NORTON D., MCADAMS J., WINTERLING R., and DIPPLE K. Creating an Online Scientific Art Exhibit Formatted for People with a Visual Impairment. Journal of Web Librarianship, 2017, 11(2): 105–123. https://doi.org/10.1080/19322909.2017.1300788
SIRIKITSATHIAN P., CHAVEESUK S., and SATHITWIRIYAWONG C. A conceptual framework for better understanding of factors influencing accessibility to a website and its acceptance by university students with visual impairments. Proceedings of the 9th International Conference on Information Technology and Electrical Engineering, Phuket, 2017, pp. 1–5. https://doi.org/10.1109/ICITEED.2017.8250493
ROMERO M. Á., CHÁVEZ T. H., and FIGUEROA R. O. Application of artificial intelligence tools in legal education: considerations about their effectiveness, limitations and challenges. Latin American Researchers Network, 2023, 673-678.
ELIZONDO S. Inclusion and visual disability: Manual for the socio-educational inclusion of students with total and low blindness through the use of ICTs. Independent Publishing, 2019.
GANASCIA J.-G. Artificial intelligence: between myth and reality. UNESCO, 2018. https://courier.unesco.org/en/articles/artificial-intelligence-between-myth-and-reality
FELIX S. M., KUMAR S., and VEERAMUTHU A. A Smart Personal AI Assistant for Visually Impaired People. Proceedings of the 2nd International Conference on Trends in Electronics and Informatics, Tirunelveli, 2018, pp. 1245–1250. https://doi.org/10.1109/ICOEI.2018.8553750
SABORÍO L. C. Covid and its accelerated impact on e-learning and educational technologies. Logos, 2022, 3(1): 136-142.
SALAZAR CAZCO S. A., RAMOS VALENCIA M. V., PAREDES REGALADO M. B., and VELASCO ERAZO N. D. R. Web accessibility to students with disabilities in an Ecuadorian university. AlfaPublicaciones, 2023, 5(3): 46–67. https://doi.org/10.33262/ap.v5i3.377
SIROKMAN G., BARLOW R., RODRIGUEZ A., CLARK A., and FOGG L. The use of 3D printed media to improve the accessibility of engineering educational materials. Proceedings of the ASEE Annual Conference & Exposition, 2023. https://nemo.asee.org/public/conferences/327/papers/38322/view
SENJAM S. S., MANNA S., and BASCARAN C. Smartphones-Based Assistive Technology: Accessibility Features and Apps for People with Visual Impairment, and its Usage, Challenges, and Usability Testing. Clinical Optometry, 2021, 13: 311–322. https://doi.org/10.2147/OPTO.S336361
SALAZAR SANCHEZ M. E., ENRIQUEZ CUADRO A. C., and GUEVARA ESPINOZA J. C. Tics e-Learning and the Social Impact on Higher Education. Opuntia Brava, 2020, 12(3): 53-61. https://opuntiabrava.ult.edu.cu/index.php/opuntiabrava/article/view/1048
RAYMOND V. H., AGUIRRE G. V., and TUTIVÉN I. E. Analysis of the use of technological devices in young people in the Province of Guayas. University of Seville, 2018: 199-212.
CASTAÑEDA A. G., MORALES C. R., and AGUILAR C. V. Impact of Virtual Education on Undergraduate Careers in the Area of Health Sciences. A Vision of Technologies in Education. Cooperative University of Colombia, Bogotá, 2019.
BARRERA Y. C., VÁSQUEZ M. G., and GONZÁLEZ R. A. EAW: Evaluator of Web Accessibility Criteria for Visual Impairment and Guidelines Related to Motor Disability. Venezuelan Computer Magazine, 2017, 12-20.
AMAZON WEB SERVICES. Clases de almacenamiento de Amazon S3, 2023. https://aws.amazon.com/es/s3/storage-classes/
Refbacks
- There are currently no refbacks.
