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Addressing Issues of Access and Accessibility With Online Learning Technologies
Thu, April 21, 4:15 to 5:45pm PDT (4:15 to 5:45pm PDT), Marriott Marquis San Diego Marina, Floor: North Tower, Ground Level, Pacific Ballroom 23Session Type: Paper Session
Abstract
Online technologies have the potential to improve access to education, but they must be accessible. The papers in this session address issues of access to online education and accessibility of materials, tools, devices, and resources.
Sub Unit
Papers
Digital Divide in Education: Exploring Undergraduate Students' Online Learning Experiences in Ghana During the COVID-19 Pandemic - David Baidoo-Anu, Queen's University - Kingston; Kenneth Gyamerah, Toronto District School Board ; Martha Munezhi, Queen's University
Information and Communications Technology Access and Use for Online Learning and Digital Inclusion in the COVID-19 Era - Sunha Kim, University at Buffalo - SUNY; Scott Meier, University at Buffalo
Making Chatbots More Inclusive: Addressing Challenges of Non-Native English Speakers With New Technology in MOOCs - Songhee Han, University of Texas at Austin; Min Liu, University of Texas at Austin; Zilong Pan, Lehigh University; Ying Cai, University of Texas at Austin; Peixia Shao, University of Texas at Austin
Online University Programs and Accessibility Relationships - Rita Fennelly-Atkinson, Digital Promise; Kimberly N. Laprairie, Sam Houston State University; Donggil Song, Sam Houston State University
Comparing the Impact of Real-Time Versus Asynchronous-Only Interactions in a Virtual Educational Simulation Game (vESG) - Jeremy Riel, University of Illinois at Chicago; Kimberly A. Lawless, Pennsylvania State University; James B. Oren, Chicago Public Schools