[net-gold] DISABILITIES: ACCESSABILITY COMPUTER MEDIA AND INTERNET : EDUCATION: COLLEGE: STUDENTS : INTERNET: SOCIAL NETWORKS AND SOCIAL NETWORKING: Social Media Use By Students With Disabilities
- From: "David P. Dillard" <jwne@xxxxxxxxxx>
- To: Net-Gold -- Educator Gold <Educator-Gold@xxxxxxxxxxxxxxx>, Educator Gold <Educator-Gold@xxxxxxxxxxxxxxxx>, net-gold@xxxxxxxxxxxxx, Net-Gold <Net-Gold@xxxxxxxxxxxxxxx>, NetGold <netgold@xxxxxxxxxxxxxxx>, Net-Gold <net-gold@xxxxxxxxxxxxxxxx>, K-12ADMINLIFE <K12ADMIN@xxxxxxxxxxxxxxxxxxx>, K12AdminLIFE <K12AdminLIFE@xxxxxxxxxxxxxxx>, MediaMentor <mediamentor@xxxxxxxxxxxxxxx>, NetGold <netgold@xxxxxxxxxxxxxxxx>, Net-Platinum <net-platinum@xxxxxxxxxxxxxxx>, Sean Grigsby <myarchives1@xxxxxxxxxxxxxxx>, Net-Gold <NetGold_general@xxxxxxxxxxxxxxxxx>, Temple Gold Discussion Group <TEMPLE-GOLD@xxxxxxxxxxxxxxxxxxx>, Temple University Net-Gold Archive <net-gold@xxxxxxxxxxxxxxxxxxx>, Health Lists -- Health Diet Fitness Recreation Sports Tourism <healthrecsport@xxxxxxxxxxxxxxxx>, Health Diet Fitness Recreation Sports <healthrecsport@xxxxxxxxxxxxxxx>, HEALTH-RECREATION-SPORTS-TOURISM@xxxxxxxxxxxxxxxxxxx
- Date: Sun, 22 Apr 2012 10:25:51 -0400 (EDT)
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DISABILITIES: ACCESSABILITY COMPUTER MEDIA AND INTERNET :
EDUCATION: COLLEGE: STUDENTS :
INTERNET: SOCIAL NETWORKS AND SOCIAL NETWORKING:
Social Media Use By Students With Disabilities
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Social Media Use By Students With Disabilities
Jennison Asuncion, Adaptech Research Network, Dawson College, Canada
Jillian Budd, Adaptech Research Network, Dawson College, Canada
Catherine S. Fichten, Adaptech Research Network, Dawson College, McGill
University, and Jewish General Hospital, Canada
Mai Nguyen, Adaptech Research Network, Dawson College, Canada
Maria Barile, Adaptech Research Network, Dawson College, Canada
Rhonda Amsel, McGill University, Canada
Academic Exchange Quarterly
Spring 2012 ISSN 1096-1453 Volume 16, Issue 1
http://rapidintellect.com/AEQweb/cho4973.htm
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Abstract
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The objective of this exploratory study was to investigate the use and
accessibility of social media by postsecondary students with disabilities
in order to raise basic awareness by the higher education community.
YouTube was the most popular form of social media used by these students.
MSN / Windows Live Messenger was rated the most accessible social medium,
and InternSHARE.com was the least accessible. The most popular suggestion
for developers and producers of social media was to have a simpler or
better layout.
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Introduction
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Among the e-learning tools available for teaching and learning, social
media (e.g., Facebook, YouTube) are increasingly being used by faculty and
others at postsecondary institutions (CDW-G, 2010). These tools can
provide new opportunities and innovative ways to engage students, promote
collaboration, and help build digital literacy (Rheingold, 2008).
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Below, we share results of a recently completed exploratory study (winter
2009) involving 723 postsecondary students with different disabilities
from across Canada. The studys objective is to raise basic awareness about
the use and accessibility of social media as experienced by these
students.
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snip
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Conclusion
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The goal of the present investigation has been to explore the use and
accessibility of social media by postsecondary students with disabilities
in order to raise basic awareness among the higher education community.
Results of the study show that students with disabilities are using social
media such as YouTube and Facebook both for personal (on average 12 hours
per week) and educational (on average 6 hours per week) purposes. The lack
of captions and spell checkers, and the use of CAPTCHAs were seen as
accessibility-related problems by study participants.
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As social media evolve, become more sophisticated, and continue to gain
popularity, these are increasingly used in teaching and learning. If the
goal is to provide a fully inclusive learning environment for all, then
faculty and others who are involved in social media adoption and use must
better understand the needs of these students and take proactive steps to
assure that the tools they use enable full participation of these
learners. For example, when choosing a video sharing service, identify one
that supports and enables captioning content for the Deaf. Only in this
way can students with disabilities benefit from the same learning
experiences using social media as their non-disabled peers.
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References
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The complete article may be read at the URL above.
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Sincerely,
David Dillard
Temple University
(215) 204 - 4584
jwne@xxxxxxxxxx
http://workface.com/e/daviddillard
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and also
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Bushell, R. & Sheldon, P. (eds),
Wellness and Tourism: Mind, Body, Spirit,
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Wellness Tourism: Bibliographic and Webliographic Essay
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