Learnings from assistive technology use in an online, higher education environment

The demand and popularity of online higher education programmes has increased dramatically, with a sectoral shift to funding, resourcing and increasing options for remote study. Thus, it is important to understand disabled students' experiences in an online learning environment and how they navigate their assistive technology (AT) use. The pivot to online learning during the COVID-19 pandemic provided an opportunity to explore the opportunities and challenges of AT use and identify best practices for disabled students who are studying remotely. The aim of this paper is to present key learnings from AT use in an online, higher education environment during this period.

Semi-structured interviews were conducted with disabled students (n = 13) in higher education in Ireland during the COVID-19 pandemic, when all students were engaged in online learning. Reflexive thematic analysis was employed to identify themes of interest.

Three themes with related subthemes were identified: (1) the critical role of inclusive support systems, (2) fostering more inclusive and collaborative spaces and (3) the need for systemic attitudinal change.

This paper highlights key learnings from AT use in an online, higher education environment which should be considered and implemented to address inequity. A flexible approach to the delivery of supports and services, which is co-designed with disabled students, should be employed to maximise participation and inclusion, ensuring that students can access the same quality assistance regardless of mode of study. This should form an integral part of widening participation initiatives in higher education institutions and national disability strategies.