Access and use of virtual learning environments by blind students at University of Rwanda

Abstract

In recent years, advancements in technology have opened new avenues for educational experiences, particularly through the integration of virtual learning environments (VLEs). While these environments offer substantial benefits to sighted individuals, their accessibility and utility for blind students are still an underexplored domain. This study investigates the access and use of virtual learning environments by blind students enrolled at the University of Rwanda, aiming to supply insights into the challenges they face, and the potential enhancements needed to ease their meaningful participation. The aim of the study was to identify learning content accessibility requirements for the blind students using a Learning Management System and to investigate extent to which learning content offered to blind students meets the accessibility requirements. The research also investigated the skills gap for the teaching staff as one of the factors that can hinder the creation of accessible learning content for blind students. The research adopted a mixed-methods approach, combining surveys and interviews to gather comprehensive data. The surveys assess blind students' current access to virtual learning environments, including the types of VLEs used in academic settings and their perceived usefulness. Semi-structured interviews delve deeper into the individual experiences, challenges, and opportunities encountered by blind students when engaging with virtual learning environments. Participants were selected using purposive sampling techniques where the researcher targeted 15 blind students at three campuses of the University of Rwanda, namely: Nyagatare campus, Rukara campus and Huye campus, 30 educators and 5 staff who are involved in supporting learning and teaching for blind students on those campuses. The sample size was determined based on the proportion of blind students on each campus, the number of lecturers who teach in programs that accommodate blind students and the total count of all e-learning officers. To collect data, we used questionnaires and a semi- structured interview guide. The findings of the study showed that the use of the learning management system at the University of Rwanda is still at the initial stage but on a good track considering the initiatives in place emphasizing the use of Information Technology in learning online to give quality education to all learners. However, virtual learning cannot take place when teachers are not trained on creating accessible learning content and when learners do not have the required materials to access online platforms. Particularly blind students need special materials and software that remove barriers to learning. The issue of internet access is also a major challenge to students when they are out of campus. It was recommended that all teachers should be trained in Special Needs Education (1) to be able to cater for students who are blind and others who have Special Educational Needs, (2) to have knowledge on the use of assistive technologies that blind students use in their learning, and to vary their mode of delivery to meet different learning styles of learners on VLEs.