Accessibility of Microsoft Teams and Moodle Services for the Implementation of E-Learning for Students with Disabilities in Institutions of Higher Education in Ukraine
DOI:
https://doi.org/10.29038/2220-7481-2021-01-33-42Keywords:
students with disabilities, learning accessibility, e-learning, Microsoft Teams, Moodle, institutions of higher educationAbstract
The current study investigates the ways to increase accessibility to higher education for students with disabilities. The importance of implementation e-learning for such students as one of the preconditions for effective social and psychological adaptation and further successful integration of persons with disabilities into society is emphasized. A survey of students with disabilities was conducted to identify their needs in educational process. The main difficulties that they overcome in the process of education in institutions of higher education are identified. The main peculiarities and advantages of the distance learning course «Adaptive Physical Education» are described created in the Moodle system. The differences and benefits of Microsoft Teams over the Moodle platform in the process of e-learning for students with disabilities are described. The process of organizing of «Adaptive Physical Education» distance learning course for students with disabilities on the Microsoft Teams platform and the purpose of implementation it in the institution of higher education are emphasized.
References
Bielikova N. (2014). The Experience of Using Interactive Teaching Methods in the Training of in Physical Education and Sports. Modern information technologies and innovative teaching methods in the training of specialists: methodology, theory, experience, problems, V. 37. Kiiv, 348–353.
Ben Brahim, H., Ben Jemaa, A., Jemni, M., Laabidi, M. (2013).Towards the design of Personalised accessible e-learning environments, The 13th IEEE International Conference on Advanced Learning Technologies, Beijing, China, July 15–18.
DelaTorre, L. (2015). «The ball and beam system: a case study of virtual and remote lab enhancement with Moodle». IEEE Transactions on Industrial Informatics, Vol. 11, no. 4, p. 934–945. doi: 10.1109/TII.2015. 2443721.
Klomp, R. (2004). A literature review of the accessibility of e-learning for students with disabilities. Unpublished manuscript. Retrieved December 17.
Elghoul, O. and Jemni, M. (2009). Multimedia courses generator for deaf children. The International Arab Journal for Information Technology, Vol. 6, No. 5.
Laabidi, M., Jemni, M. (2009). PBAE: new UML profile based formalism to model accessibility in e-learning systems. International Journal of Engineering Education 4 (25), 646–654, ISSN 0949-149X.
Petrovic, N. (2013). Facebook vs. Moodle: What do students really think? International Conference on Information Communication Technologies in Education (ICICTE), 413–421, 2013
Romero, O. (2013). «Web usage mining for predicting final marks of students that use Moodle courses».
Computer Applications in Engineering Education, Vol. 21, no. 1, 135–146. doi: 10.1002/cae.20456.
Seale, J., Cooper, M. (2010). E-learning and accessibility: an exploration of the potential role of generic pedagogical tools. Computers and Education. 54 (4), 1107–1116.
Khomik O., Kovalchuk O., Tomaschuk O., Savchuk N. (2018). The Service Cisco WebEx Meeting Center as Interactive Learning Tool for Students with Limited Abilities. Information Technologies and Learning Tools. Vol. 65 (3), 223–235.
1.jpg)
