Description
Since the COVID-19 outbreak, Technology Enhanced Learning (TEL) practices have been rapidly embedded in teaching, including more intensive use of existing platforms such as Virtual Learning Environments, online platforms and others. Research findings also reveal that the number of students with disabilities entering Higher Education Institutions (HEIs) has increased in recent years (DSUK, 2022). With technology’s potential to boost participation in education (McNicholl et al., 2019) and enable accessibility, the legislation and provision for the inclusion of disabled students in HEIs has developed (Hewett et al., 2021; GOV.UK, 2017). Consequently, several studies have tried to explore technology’s potential to improve learning outcomes and engagement for people with diverse abilities (McNicholl et al., 2019).Interestingly, despite Specific Learning Differences (SpLDs) being one of the most frequently reported types of disability in HEIs in the United Kingdom (HESA, 2021), limited research has explored in-depth how TEL can impact the learning experience of students with dyslexia, dyscalculia, dyspraxia and AD(H)D (Coxon et al., 2022). In the same vein, most previous research on autism has focused on technology’s role as a tool to improve learning outcomes (Bakola et al., 2015), and not on the potential to facilitate accessibility and inclusion. In addition, educational technology studies for students with SpLDs and/or autism have not explored the lived experiences of the students (Lane, 2014) or the role of the context. Considering the significant diversity in the disparities experienced by students with SpLDs and/or autism and in line with SDG 4 which highlights the need for inclusive and equitable education (UN, 2022), it could be argued that a ‘one-size-fits-all’ approach cannot be suitable to address individual needs.
Based on these points, the literature on TEL has tended to assume that technology enhances learning rather than interrogating who benefits and how. Aligning with the call to prioritise the voices of disabled participants in research (DSUK, 2022), our study focused on the perceptions and preferences of students and lecturers regarding TEL. Rather than viewing technology as a mere learning tool, the study investigated how end-users employed it based on their needs. To achieve this, we conducted a case study at one medium-sized HEI in England. More specifically, to collect data we conducted semi-structured interviews with 20 undergraduate students with SpLDs (dyslexia, dysgraphia, dyscalculia, ADHD) and/or autism, as well as their lecturers (n=17). The aims were to:
• Investigate what TEL practices students and their lecturers used and their opinions of them.
• Understand how TEL practices can impact students’ learning and lecturers’ teaching, positively and negatively.
• Provide recommendations to improve the provision of TEL for all students in Higher Education Institutions.
To explore technology use in-context, this study adopted Abbott’s concept of ‘E-Inclusion’ (2007) as a comprehensive framework. Abbott (2007) uses the term ‘E-Inclusion’ to describe technology’s use in education to reduce learning difficulties by shedding light on the interaction between digital technologies, context and individuals when discussing effective e-inclusive practices. In line with this, key terms from Abbott’s framework (2007) such as ‘Individuals,’ ‘Technology,’ and ‘Context,’ were operationalised to encompass ‘students/lecturers’, ‘technology platforms’, and ‘HEI environments’, respectively.
The study provided valuable insights into the diverse ways in which lecturers and students incorporated various technology into their daily practices to support teaching and learning. The findings showed that both students and lecturers valued TEL for its ability to create flexible, multimodal learning experiences that cater to individual preferences and promote autonomy. However, significant challenges were identified, particularly concerning lecturers’ pedagogical integration of technology, their understanding of SpLDs/ASD-specific needs, and the institutional infrastructure required to support inclusive technology use.
In summary, this study adopted a distinctive approach by centring the study around the voices of the end-users and delving into their lived experiences. To offer substantive recommendations concerning the opportunities and challenges associated with the use of technology as a facilitator of learning, the study identified crucial environmental elements that can affect digital inclusion across diverse learning environments.
| Period | Sept 2025 |
|---|---|
| Held at | BERA, United Kingdom |
| Degree of Recognition | National |