The impact of technology enhanced learning on students with specific learning difficulties

Astrid Coxon, Alexia Achtypi, Fabio Arico, Jeremy Schildt

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Abstract

Higher education institutions (HEIs) are experiencing a radical uptake of technology-enhanced learning (TEL) practices. However, there is a lack of robust research exploring how the changing landscape of HEI teaching impacts students who have a specific learning difficulty (SpLD). To address this, we conducted semi-structured interviews with nine undergraduate students with SpLDs, to explore their lived experiences and perspectives on TEL in HEI. The interviews were transcribed, analysed thematically, and four key themes developed. Participants accepted TEL as part of HEI teaching but expressed that it was not always fully integrated or sensitive to students’ learning needs. Staff readiness to implement TEL was also mentioned as an element that influenced students’ learning experiences. The implications of these findings are discussed in relation to how the integration of TEL and its use by students can be improved to create
a more inclusive learning environment.
Original languageEnglish
Pages (from-to)12-20
Number of pages8
JournalQualitative Methods in Psychology Bulletin
Issue number33
Publication statusPublished - Jun 2022

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