ENHANCING TEACHING AND LEARNING OF OPEN AND DISTANCE LEARNING (ODL) STUDENTS WITH DISABILITIES USING DIGITAL TECHNOLOGIES AT UNIVERSITY, ZAMBIA

Rose Chikopela, Daniel Ndhlovu, Joseph M. Mandyata, Daniel L. Mpolomoka, Sophie Kasonde-Ng’andu

Abstract


Technology is highly valued in modern day teaching and learning especially when it comes to imparting knowledge to students with disabilities. This paper presents the findings of a study that sought to establish the emerging and digital technologies being used to enhance the teaching and learning of ODL students with disabilities at Nkhruma University. The study used a case study design. The population comprised all students with visual and hearing impairment under ODL and their lecturers. A total sample of fifty-five (55) participants was employed and snowball sampling technique was utilized. The instruments used for data collection were interview guides and observation schedules. Data was analyzed thematically. The findings revealed that emerging technologies such as the use of information and communication technology were used by both students with visual and hearing impairment to learn effectively and lecturers to teach effectively. It was also revealed that digital technologies such as computers, cell phones, and Ipads were used during the lectures for effective teaching, easy access to materials and information. It was further revealed that some students with disabilities and lecturers were not well oriented on the use of modern ICT tools. Based on the findings of the study, it was recommended that the institution conducts technology-biased capacity building workshops for all ODL lecturers.

 

Article visualizations:

Hit counter


Keywords


digital technology, students with disabilities, learning, teaching, university

Full Text:

PDF

References


Aksal, F.A. (2011). Developing evaluative tool for online learning and teaching process. TOJET: The Turkish Online Journal of Educational Technology, 10(3), 69-75.

Baglama, B., Haksiz, M. and Uzunboylu, H. (2018). Technologies Used in Education of Hearing Impaired Individuals. iJET ‒ 13 (9). https://doi.org/10.3991/ijet.v13i09.8303

Banda, S., Mpolomoka, D.L., Mbono, D. and Sampa, R.L. (2017). “Use of questions in qualitative research: How questions guided our study”, International Journal of Development Research, 7, (12).

Brodin J. and Lindstrand, P. (2004). Are computers the solution to support development in children in need of special support? Technol Disabil 16, 137–45.

Chikopela, R., Mpolomoka, D.L., Mandyata, J., Kaoma, S. and Ndhlovu, D. (2017). Attitude of teachers on pupils with hearing impairment in inclusive schools. Paper presented at the African Federation of Teaching Regulatory Authorities (AFTRA), 6th Teaching and Learning in Africa Conference and 8th Roundtable, University of South Africa, Pretoria, South Africa, 22-26 May, 2017.

Chikopela, R., Sikanyika, F.S., Kalizinje, C.N. and Sondashi, G. (2021). Digitalization of Teaching and Learning: Experiences and Opportunities in Selected Higher Learning Institutions in Zambia. International Journal of Research and Innovation in Social Science (IJRISS) V(IX), 43-53

Creswell, J. and Plano Clark, V. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: Sage.

Desch L, Gaebler-Spira D. (2008). Prescribing Assistive-technology systems: Focus on children with impaired communication. J Pediatr 12, 1271–80.

Gersten, R. & Baker, S. (1998). Real world use of scientific concepts: Integrating situated cognition with explicit instruction. Exceptional Children, 65(1), 23-25. https://doi.org/10.1177/001440299806500102

Guri-Rosenblit, S. (2009). Distance Education in digital age: Common misconceptions and the challenging tasks. Journal of distance education. 23(2), 105-122.

Hakkarainen, K., Ilomäki, L., Lipponen, L., Muukkonen, H., Rahikainen, M., Tuominen T., et al. (2000). Students’ skills and practices of using ICT: Results of a national assessment in Finland. Comput Edu 34, 103–17.

Haksiz, M. (2014). Investigation of tablet computer use in special education teachers’ courses. Procedia-Social and Behavioral Sciences, 141, 1392-1399. https://doi.org/10.1016/j.sbspro.2014.05.240

Hasselbring T. and Glaser, C. (2000). Use of computer technology to help students with special needs. Future child 10, 102–22.

Holstein, J. and Gubrium, J. (Eds.). (2011). Varieties of narrative analysis. Thousand Oaks, CA: Sage.

Kasonde-Ng’andu S. (2013). Writing a research proposal in educational research. Lusaka: UNZA Press.

Lei, J. and Zhao Y. (2007). Technology uses and student achievement: A longitudinal study. Comput Edu 49:284–96.

Lerner, J.W., Mardell-Czudnowski, C. and Goldenberg, D. (1987). Special education for the early childhood years. US: Prentice-Hall.

Lidström, H. and Hemmingsson, H. (2014). Benefits of the use of ICT in school activities by students with motor, speech, visual, and hearing impairment: A literature review. Scandinavian Journal of Occupational Therapy. February 2014 DOI: 10.3109/11038128.2014.880940.

William F. Massy and Robert Zemsky (1995). Using information technology to enhance academic productivity. Washington: Educom.

Matimba, M., Mpolomoka, D.L. and Muvombo, M. (2019). Access to Computer Assisted Learning (CAL) for Children with Disabilities in Schools in Lusaka District. Proceedings of the 16th Biennial conference of the International Association of Special Education held Magamba, Tanzania, July 14-17, 2019, themed: Empowering Persons with Disabilities: Developing Resilience and Inclusive Sustainable Development. An Independent Publication of the International Association of Special Education. (ISBN: 978-0-9890212-3-4) Pp. 125-127.

Mpolomoka, D.L., Chembe, C., Chikopela, R., Zulu, E. and Nachinanga, C. (2021). Teaching differently-abled learners Design and Technology: A Review. Paper presented at the 18th Conference on Mathematics, Science and Technology Education in Africa [COMSTEDA 18], November 23rd – 25th, 2021 University of Rovuma, Nampula-Mozambique.

Mukul, G. and Deepa, G. (2013). Research Methodology. Delhi: PHI Learning private limited.

Reed, P. and Lahm, E. (2004). Assessing students' needs for assistive technology: A resource manual for school district teams. US: Wisconsin Assistive Technology Initiative.

Savas, P. (2013). Tablet PCs in English Language Teaching: Benefits and challenges. Global Journal on Technology, 4, 602-607.

Tassel-Baska, J., Leonhard, P., Glenn, C., Poland, D., Brown, E. and Johnson, D. (1999). Curriculum review as a catalyst for gifted education reform at the secondary level. Journal of Secondary Gifted Education, 10(4), 473 - 481.

Taylor, F. (2012). Using technology for enhancing teaching and learning in Bangladeshi: Challenges and consequences. Learning media and technology. 37(4), 414-428.




DOI: http://dx.doi.org/10.46827/ejoe.v7i1.4119

Refbacks

  • There are currently no refbacks.


Copyright © 2015-2022. European Journal of Open Education and E-learning Studies (ISSN 2501-9120) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).