Understanding barriers to online experience for people with physical and sensory disabilities using discursive social psychology

Using social psychology, this study discursively explores barriers limiting the online experiences of people with disabilities. Twenty-one people in New Zealand with physical and sensory disabilities volunteered to participate in an online interview. Data demonstrated a disabling differentials repertoire (pattern), comprising four linguistic resources: negative reactions (when disability was disclosed), exclusion, gatekeeping, and disability costs. In addition to the technology alone, human values embedded in the construction of online technology, and participants’ cultural competency, as well as stereotyped attitudes and economic factors prevalent offline, define and restrain people with disabilities’ online experience. The social identity model of deindividuation is discussed.     

Understanding the online information‐seeking behaviours of young people: the role of networks of support

Information seeking is one of the most popular online activities for young people and can provide an additional information channel, which may enhance learning. In this study, we propose and test a model that adds to the existing literature by examining the ways in which parents, schools, and friends (what we call networks of support) effect young people's online information behaviours, while at the same time taking into account young people's individual characteristics, confidence, and skills to use the Internet. Using path analysis, we demonstrate the significance of networks of support in understanding the uptake of online information seeking both directly and indirectly (through enhancing self‐concept for learning and online skills). Young people who have better networks of support, particularly friends who are engaged in technology, are more likely to engage in online information seeking. While quantitative models of this nature cannot capture the complexity of individual online search practices, these findings may assist in the development of policy and practice to support young people to make the most effective use of the Internet for information seeking.     

Doing online research involving university students with disabilities: Methodological issues

Changes in how disability is understood have determined an increase in the number of people with disabilities who study at university. Several studies have aimed to investigate the experiences of students with disabilities. However, one difficulty in these studies is that very different types of disability (e.g., reading disabilities as compared to motor disability) are grouped together under the broad label of “students with disability”. Recently, the increase in access to computers and technology has made it possible to distribute questionnaires through the Internet and reach a higher number of participants; however, the use of online questionnaires for conducting research on the experiences of students with disabilities poses theoretical, methodological and ethical challenges to the researcher. Some of these issues are common to questionnaires conducted both online and offline; others, however, are typical of online studies. Here we will review these problems and their consequences in terms of research validity, along with some possible solutions that may minimize the risks of harming the privacy of participants, losing responses, and biasing data.     

Surfing the web - Recreation or resource? Exploring how young people in the UK use the Internet as an advice portal for problems with a legal dimension

Internet use and access in the UK has increased rapidly in the last decade, with the concept of ‘information superhighway’ recognised as an axiom of Internet technology. Despite this, few studies have sought to investigate the incidence of use of the Internet as an advice resource outside of the health information arena. With an increasing impetus in the public sector towards the provision of online delivery mechanisms for civic orientated activities, including advice provision, it is timely to better understand the appropriateness of online advice seeking. Focusing on young people aged between 18 and 24 years, we investigated how much the Internet was used to obtain information about everyday problems with a legal dimension, who used it, how it was used and how successful respondents were in searching for information online. Data were extracted from a large-scale household survey of adults’ experience of problems with a legal dimension conducted across England and Wales (10,512 adult respondents). Results revealed significant growth in the use of the Internet to obtain information about such problems, rising from 4% in 2001 to around 18% in 2008. The responses of the 18-24 year olds to the survey illustrated that despite having comparatively high levels of Internet access, this age group utilised it to a lesser degree than similarly ‘connected’ age cohorts, and were less successful when doing so. This study highlights aspects of the second digital divide, going beyond access to explore use and outcomes of use. Implications for the future of the Internet in providing information and advice for young people, are discussed.     

Broadening our concepts of universal access

The universal accessibility movement has focused on solutions for people with physical limitations. While this work has helped bring about positive initiatives for this population, physical disabilities are just one of the many life situations that can complicate people’s ability to fully participate in an information economy and society. Other factors affecting accessibility include poverty, illiteracy, and social isolation. This paper explores how the universal accessibility movement can expand its efforts to reach other diverse populations. Four sets of resources are discussed—physical, digital, human, and social—that are critical for enabling people to use information and communication technology. Examples of how these resources can help people access, adapt, and create knowledge are provided.     

Young people,disclosure of personal information and online privacy: Control,choice and consequences

This paper examines the privacy implications of the different online practices in which young people disclose personal information, and how associated configurations of choice and control create possibilities for violations of online privacy. The implications of the commercial and non-commercial use of young peoples' personal information are examined, with a specific focus on how this can potentially facilitate cyberbullying. The paper suggests that educational strategies should more clearly focus on encouraging young people to protect their online privacy, encourage control over disclosure practices, and consider the potential commercial and non-commercial uses of their information. There is a need for development of these strategies to be informed by empirical research exploring the everyday contexts and social norms which influence young peoples' online behaviour. Such an evidence-base can inform a critical review of educational, legal and regulatory actions which aim to protect their online privacy and safety.     

Disability digital divide: the use of the internet,smartphones, computers and tablets among people with disabilities in Sweden

Although Sweden is one of the most digitalized countries and the Swedish population’s use of the internet is among the most studied in the world, little is known about how Swedes with disabilities use internet. The purpose of this study is to describe use of and perceived difficulties in use of the internet among people with disabilities and to explore digital divides in-between and within disability groups, and in comparison with the general population. This is a cross-sectional survey targeting the same issues as other nationwide surveys but adapted for people with cognitive disabilities. Participants were recruited from May to October 2017 by adaptive snowball sampling. The survey comprised questions on access to and use of devices, and use of and perceived difficulties in use of internet. A total of 771 people responded to the survey, representing 35 diagnoses/impairments. Larger proportions of people with autism, ADHD and bipolar disorder reported using internet than other disability groups. Women with autism used the internet more than any other disability group, and women with aphasia used the internet the least. People with disabilities related to language and understanding reported more difficulties using internet than other disability groups. Larger proportions of participants than the general Swedish population reported not feeling digitally included. In many but not all disability groups, larger proportions of men than women reported not feeling digitally included. Our findings show that there are differences in digital inclusion between sub-groups of diagnoses/impairments. Thus, disability digital divides are preferably investigated by sub-grouping disabilities, rather than studied as one homogeneous group.

     

Using remote laboratories to extend access to science and engineering

This paper will describe an approach to the provision of laboratory experience using communications and control technology. This approach provides the possibility of extending access to laboratory work for students who are unable to attend a conventional laboratory for a variety of reasons, such as disability, caring responsibilities, or part-time study. A remote experimentation system is under development for students to conduct a range of experiments in science and engineering education. It will be seen that laboratory work is an important aspect of learning in these disciplines, although there are constraints on its provision, including the specific barriers facing people with disabilities. The PEARL project seeks to overcome many of the existing constraints. The paper presents the design for the system and its specific features, and discusses its use in an educational context. In order to illustrate how PEARL will support people with disabilities, this paper also presents an overview of the assistive technologies currently in use.     

Internet accessibility: beyond disability

The Web accessibility movement originated in the activities of people with disabilities and their advocates. Most specifically, blind people led the way to opening the benefits of the Internet to disabled citizens. In the United States, the effort to achieve this goal gained momentum when Section 508 of the Rehabilitation Act came into effect in 2001. Section 508 requires all federal government purchases of electronic and information technology products to meet accessibility standards. Today, the Internet is largely accessible to blind computer users, providing access to research materials, online shopping for nearly every imaginable product, a variety of entertainment options, career and professional sites, and other resources too. Accessibility guidelines offer a baseline for interoperability that goes beyond the needs of disabled people.     

Towards a computerized Arabic Braille environment

People with visual disabilities face many difficulties and barriers when using computers and the Internet. Such people need the help of IT developers to create adaptive technologies that facilitate their interaction with the computers and Internet. This paper presents the design and implementation of an Arabic Braille environment (ABE). The paper also exposes to the reader the ABE's functionality and unique features. The ABE is designed to facilitate Arabic‐speaking visually impaired people interaction with computers, as well as helping sighted users to communicate with the visually impaired. Copyright © 2003 John Wiley & Sons, Ltd.     

Digital Inclusion in Rural Areas: A Qualitative Exploration of Challenges Faced by People From Isolated Communities

This study explored the interplay between contextual and individual factors related to Internet adoption in isolated rural communities. By investigating 10 remote villages throughout Chile that received Internet access infrastructure in 2010–2011, we identified 3 areas in which contextual and individual factors are intertwined. First, the geographical isolation shaped people's personality and attitudes towards new experiences, including digital technologies. Second, the communities' aging population also represented a strong challenge because they lack young people, a relevant technology socialization agent. Finally, jobs and economic activities are related to people's (lack of) motivations and needs towards digital technologies. When the Internet has reached the vast majority of the population, isolated communities confront specific challenges that we need to consider in policy‐making decisions.     

Number Matters: The Multimodality of Internet Use as an Indicator of the Digital Inequalities

This study explores the multimodality of Internet use as a critical indicator of digital inequalities. Rather than relying on traditional measures of user/nonuser and information/entertainment uses, this study focuses on a broad scope of online activities and investigates them collectively. Results show that the more modes of Internet activities people are engaged in, the more advanced uses they will add to their online behaviors. Female, older, poorer, and less educated only use the Internet for very limited basic applications, which are associated with fewer political communication and participation. While previous research concludes that the type of Internet activities matters, this study suggests that it is the number of types that matters in examining potential inequalities and their social consequences.     

Making Access Meaningful: Latino Young People Using Digital Media at Home and at School

Through case studies of 2 working-class Latino middle school students (ages 12 and 14), we examine how the young people negotiated economic and cultural barriers to digital media and mobilized opportunities to use media in pursuit of their own interests. For the young people in our study, school assignments offered opportunities to use digital media tools and become 'content creators.' However, the nature of the assignments and the restrictions placed on technology use in the classroom stood in contrast to the interests that motivated the teens' participation in popular media culture outside of school. We argue that this disconnect limited the potential of media production assignments to connect to student interests and provide youth with meaningful access to new technology.     

浅析高校图书馆在网络环境下的新特征

随着计算机网络通信技术的快速发展和网上数字文献资源的日益丰富,高校图书馆作为信息的中枢地位,正面临着日益严峻的挑战,图书馆不再是向人们提供信息的唯一渠道。很多图书馆查不到的资料,在互联网上都有可能查到。因此图书馆服务的各个环节都要发生改变,发生服务对象社会化,服务内容多样化,服务手段现代化,服务方式多元化等新特征。     

Determinants of college students' use of online collaborative help‐seeking tools

Research has noted the effectiveness of online tools (e.g., discussion boards) for supporting help seeking among class members. However, help seeking is not necessarily warranted via online learning tools because some factors (e.g., low Internet self‐efficacy) may influence students' intention to use them. This study aims to identify the determinants of students' use of a web‐based help‐seeking tool called EchoLu. For this purpose, a structural model was developed based on technology acceptance model and tested using a structural equation modelling approach. According to the data analysis results, general Internet self‐efficacy, information‐search self‐efficacy, web‐based learning self‐efficacy, and EchoLu‐specific self‐efficacy play a significant role in students' intentions to use online help‐seeking tools. Contrary to the previous research, no statistically significant relationship was found between general Internet self‐efficacy and EchoLu‐specific self‐efficacy, and between web‐based learning self‐efficacy and perceived usefulness. Implications of the findings for guiding practitioners in supporting effective help‐seeking are presented. Limitations of the study and future research prospects are discussed as well.     

Internet Technology and Social Capital:How the Internet Affects Seniors’ Social Capital and Wellbeing

Although it is increasingly obvious that the Internet is changing human life; the details of this change are not yet clear. A major debate in current literature involves the capacity of the Internet to enhance social capital and wellbeing in old age. In this regard, the present study attempts to investigate the relationships between Internet use and older people’s social capital and wellbeing. An online survey was conducted at the University of Sydney. 222 seniors responded to the survey. The measures used included a wide range of instruments related to the Internet use, social capital and wellbeing. Respondents used the Internet for various purposes, including seeking information, entertainment, commerce, communication, and finding new people. The main findings of the study were that the relationships between Internet use, social capital and wellbeing is a complex construct and the Internet has different effects on social capital and wellbeing resulting from different use of this technology. The study results revealed that the Internet is a 2‐edged sword with the ability to both harm and help. According to the findings of this study, using the Internet can be helpful for older adults if they are aware how they use it.     

An overview of the Internet of Things for people with disabilities

Currently, over a billion people including children (or about 15% of the world's population) are estimated to be living with disability. The lack of support services can make handicapped people overly dependent on their families, which prevents them from being economically active and socially included. The Internet of Things can offer people with disabilities the assistance and support they need to achieve a good quality of life and allows them to participate in the social and economic life. In this paper, an overview of the Internet of Things for people with disabilities is provided. For this purpose, the proposed architecture of the Internet of Things is introduced. Different application scenarios are considered in order to illustrate the interaction of the components of the Internet of Things. Critical challenges have been identified and addressed.     

Language learners' digital literacies: Focus on students' information literacy and reading practices online

The widespread use of technology and the Internet have changed many of language learners' everyday practices, including literacies. While there have been many studies with the focus on language learners' digital literacies, few, however, have explored language learners' digital information literacy and online reading practices with the use of social bookmarking tools, especially in a community college setting. We address this gap by investigating community-college language learners' digital literacies when social bookmarking with the focus on digital information and online reading practices from an ecological perspective. In this qualitative multiple-case study, the focal participants were five English learners, students in an English as a Second Language writing course in a community college in the northeastern United States. Data collection included interviews, observations, and researchers' e-journals. Thorough within- and cross-case analysis of data shows that language learners searched for digital texts and evaluated them based on relevance, reliability, interest, language, and importance for them and their learning community in the social bookmarking tool. The participants struggled with the number of results in search engines, keywords, and evaluation of digital texts for relevance and reliability. We show the need for more instruction, support, and guidance of language learners' digital information literacy practices as well as the benefits of providing students with opportunities to read digital texts. Our suggestions for future research include investigating the role of multimodality and other factors that influence language learners' evaluation practices when they look for and read information online.     

Digitally strategic: how young people respond to parental views about the use of technology for learning in the home

In recent years parents have invested heavily in providing their children with technologies at home in order to support their present and future educational activities. UK education policy has encouraged parents to help their children use these technologies to support their learning, but within a broader social context of growing anxiety about issues of Internet safety, and the unreliability of knowledge taken from the Internet. This paper draws on recent research within a large‐scale mixed methods project looking at a range of issues relating to the use of technologies in the home for learning, in order to explore the ways in which parents try to balance the sometimes contradictory roles of being both technology providers and technology regulators, and the ways in which young people act in response. While parents inevitably experience a gradual loss of control over their children's uses of technology as they enter the later years of adolescence, findings show that although some young people develop highly autonomous and innovative uses of technology for learning, many others come to moderate their uses of technology in ways that are acceptable to their parents.     

Measuring critical components of digital literacy and their relationships with learning

The growing prominence of the Internet, and other digital environments, as educational tools requires research regarding learners' digital literacy. We argue that two critical aspects of digital literacy are the ability to effectively plan and monitor the efficacy of strategies used to search and manage the wealth of information available online, and the knowledge to appropriately vet and integrate those information sources. Therefore, digital literacy requires effective self-regulated learning (SRL) skills, and availing epistemic cognition (EC). Although numerous researchers and scholars have examined the role of SRL in online learning (e.g., Efklides, 2011; Lee and Tsai, 2010, Williams and Hellman, 2004, Winters et al., 2008), there is a need for additional empirical research on how SRL and EC interact, and relate to learning in digital environments. In this study, we used a powerful, but little-used data collection methodology, think-aloud protocol (TAP) analysis, to investigate the relations among SRL, EC, and learning gains with 20 college students who studied vitamins on the Internet. We also contributed to the literature by exploring alternative techniques for preparing, analyzing, and representing these data, accounting for the strengths and challenges of TAPs. We found that, on average, participants did increase their understanding as a result of learning with the Internet, and that a data-driven approach to understanding relations among SRL, EC, and learning yielded the most powerful representation of these phenomena. Our study has implications for future research on digital literacy using TAPs, as well as the relative contribution of SRL and EC, as aspects of digital literacy, to online learning.