The ‘shadow pandemic’ in online learning: perspectives of visually impaired students from Ghana and Egypt

dc.contributor.authorAmponsah, S.
dc.date.accessioned2023-12-20T11:26:50Z
dc.date.available2023-12-20T11:26:50Z
dc.date.issued2023
dc.descriptionResearch Articleen_US
dc.description.abstractThe emergence of COVID-19 accelerated the integration of digital technologies in teaching and learning to expand access to education. However, one cannot ascertain if someone is visually impaired Students learning online benefited from this innovation, a phenomenon this netnographic study explored. Social media tools were used to interview 12 visually impaired students from a Ghanaian and an Egyptian higher education institution. Analysis of the data revealed multiple ‘shadows’ in the students’ experiences. The findings further revealed that the studied institutions prioritized physical access and also used lopsided crippling discourse. Lastly, the support systems that enhanced The studies of visually impaired students came to light. The study findings have consequences for this cohort of students. so this study recommends agile and futuristic policies to reverse the trend. Finally, it is recommended that the capabilities of faculty and staff be enhanced to effectively accommodate visually impaired students in virtual spaces.en_US
dc.identifier.otherhttps://doi.org/10.1080/09687599.2023.2279934
dc.identifier.urihttp://ugspace.ug.edu.gh:8080/handle/123456789/41062
dc.language.isoenen_US
dc.publisherDisability & Societyen_US
dc.subjectcovid-19en_US
dc.subjectvisually impaired studentsen_US
dc.subjectlearning onlineen_US
dc.titleThe ‘shadow pandemic’ in online learning: perspectives of visually impaired students from Ghana and Egypten_US
dc.typeArticleen_US

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