ACCESS AND USE OF VIRTUAL LEARNING ENVIRONMENTS BY BLIND STUDENTS AT UNIVERSITY OF RWANDA

Abstract

The purpose of the study was to investigate the Access and use of Virtual Learning Environments by blind students at University of Rwanda. The objective of the study was to identify learning content accessibility requirements for the blind students using Learning Management System and to investigate extent to which learning content offered to blind students meets the accessibility requirements. The research also identified the skills gap for the teaching staff as one the factors that hinder the creation of accessible learning content to all learners. Participants were selected using purposive sampling techniques. To collect data, we used questionnaires and a semi-structured interview guides. The findings of the study showed that the Use of Virtual Learning Management at the University of Rwanda is still at the initial stage but on a good trend considering the initiatives in place to emphasize 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 also is a major challenge to students when they are out of campus. It was recommended that all teachers should be trained in Special Needs Education to be able to cater for students who are blind and others who have Special Educational Needs, to have knowledge on the use of assistive technologies that blind students use in their learning, to vary their mode of delivery to meet different learning styles of learners on VLEs.