一个框架,以促进疫情后虚拟高等教育的可访问性
Ricardo Mendoza-González1, Cristian Timbi-Sisalima2, Mary Sánchez-Gordón3
1Department of Systems and Computing, Tecnológico Nacional de México, Campus Aguascalientes, Aguascalientes, Mexico.
Heliyon
|August 12, 2024
概括
本研究引入了一个框架,以改善COVID-19后虚拟高等教育中的技术可访问性. 它为机构提供可适应的解决方案,以增强包容性和利用数字学习的好处.
科学领域:
- 教育技术的教育技术
- 高等教育可访问性 高等教育可访问性
- 数字学习数字学习
背景情况:
- 随着COVID-19大流行,人们迅速转向虚拟教育,实施各种技术解决方案,如虚拟辅导和开放式教育资源 (OER).
- 虽然这些技术为混合和混合学习提供了好处,但它们也突出了虚拟高等教育中可访问性的重大挑战.
- 解决这些可访问性问题对于最大限度地发挥教育技术的潜力至关重要.
研究的目的:
- 提出一个框架,在虚拟高等教育中采用技术可访问性的最佳实践.
- 引导高等教育机构 (HEI) 根据其特定需求和约束来定制可访问性改进.
- 促进在流行后的教育环境中整合可访问的技术解决方案.
主要方法:
- 制定一个旨在改善虚拟高等教育中技术可访问性的四个行动框架.
- 在四个不同的高等教育机构 (HEI) 实施和测试框架作为概念验证.
- 评估框架在现实世界高等教育机构场景中的适应性和有效性.
主要成果:
- 该框架被证明可以适应每个参与的高等教育机构的独特要求.
- 实施促进了通过技术一致的组织结构来改善可访问性和包容性.
- 初步结果表明,该框架是提高高等教育技术可访问性的有希望的方法.
结论:
- 拟议的框架有效地支持高等教育机构在虚拟学习环境中采用技术可访问性的良好实践.
- 框架的适应性使得能够提供量身定制的解决方案,尊重机构的约束和需求.
- 在多个高等教育机构的成功实例展示了其通过技术促进高等教育的可访问性和包容性的潜力.
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