Device Usage and Accessible Technology Needs for Post-Traditional Students in the e-Learning Environment

Abstract

For blended and fully online learning environments, the appropriate device usage and application, as well as students’ perceived comfort with technology, may influence their success within the e-Learning setting. Additionally, institutional awareness of student technology needs—including student support needs as they relate to accessible technology—is essential to create an inclusive and supportive learning environment. Despite the growing number of students requiring accommodations for academic success, such as accessible technology within the coursework, there is limited research exploring technology use and student perceptions of accessible technology needs for post-traditional learners enrolled in the e-Learning course environment. Surveying post-traditional students enrolled in blended and online coursework, this study investigated device usage and perceptions of technology use, accessibility, and support within e-Learning-based learning environments.

Keywords:

• Post-traditional learners
• e-Learning
• student technology use
• accessibility

Additional information

Notes on contributors

Katherine C. Aquino

Katherine C. Aquino, BS, MA, PhD, serves as Assistant Professor in the Department of Administrative and Instructional Leadership for the School of Education at St. John’s University. She is the co-editor and contributing author of Disability as Diversity in Higher Education: Policies and Practices to Enhance Student Success and Improving Postsecondary Choice and Pathways: Student Access and College Match.

Shawna BuShell

Shawna BuShell directs the Instructional Design and Delivery Program at Manhattan College. For the past 15 years, she has been teaching graduate and undergraduate courses, as well as designing technology-rich programs in schools in New Jersey and New York City.