Abstract:

In the 21st century, online learning has become a more accessible and convenient way for society to get an education or training. The number of students learning and teachers teaching online has increased significantly since the COVID-19 pandemic when institutions were forced to move instruction to a virtual format. However, not all students were prepared to learn in an entirely virtual environment. Additionally, the move to online learning may not equate to equitable learning outcomes for persons with disabilities, especially those who are blind or visually impaired (BVI).

Our research explored the perceptions of student readiness to take online courses and examined perceived benefits and challenges when learning online. In addition, we compared such perceptions between sighted students and BVI students to understand the similarities and differences in their online learning experiences. An online survey study was conducted using the Student Readiness for Online Learning (SROL) instrument that measures a user's readiness for online learning based on four competencies: Student Attributes, Time Management, Communication, and Technical Competence. We recruited 196 students, of whom 72 identified as blind or visually impaired, to take the survey. The instrument consisted of 20 statements; each competence consisted of five statements on a Likert scale of 1 to 5. Students rated the statements twice, once for perceived importance and again for perceived confidence.

Results from repeated-measures ANOVA revealed that all students were indifferent about which competencies were more important to their success in online learning but were more confident in their technical skills (i.e., using a learning management system or online gradebook). Repeated-measures ANOVA on the results for sighted students showed similar findings: they were more confident in their technical competence. For BVI students, findings from the same analysis showed no significant effects of the competencies on perceived importance or confidence, meaning they were indifferent in how they perceived the importance of such competencies or their sense of confidence.

In addition to the SROL instrument, several open-ended questions were asked to learn about potential benefits and challenges in learning online and challenges unique to BVI students. Responses were analyzed through open coding, and themes were created out of the codes. Among the advantages, students listed flexibility, convenience and the ability to learn from home. For challenges, students mentioned how it was easy to lose focus and concentration in an online course because of distractions at home. Students believed social interactions with their peers and teachers were more difficult online than in a classroom setting. Students also express technical barriers at home, such as poor internet connectivity and computer issues. For BVI students, the accessibility of the course materials, the lack of social engagement with students, and feelings of falling behind were the most notable challenges in an online setting. This study reveals some of the students' perceptions, both sighted and visually impaired, regarding their ability to learn in online settings. In future work, we will explore the technical barriers that regress the learning progress of BVI students and discover solutions to address them.

Keywords:

Online learning, accessibility, student readiness.