Dyslexic students in higher education and virtual learning environments: an exploratory study

  • Authors:

  • L. Habib;G. Berget;F. E. Sandnes;N. Sanderson;P. Kahn;S. Fagernes;A. Olcay

  • Affiliations:

  • Department of Computer Science, Faculty of Technology, Art and Design, Oslo and Akershus University College of Applied Sciences, Norway;Department of Computer Science, Faculty of Technology, Art and Design, Oslo and Akershus University College of Applied Sciences, Norway;Department of Computer Science, Faculty of Technology, Art and Design, Oslo and Akershus University College of Applied Sciences, Norway;Department of Computer Science, Faculty of Technology, Art and Design, Oslo and Akershus University College of Applied Sciences, Norway;Department of Nursing, Faculty of Health Science, Oslo and Akershus University College of Applied Sciences, Norway;Department of Computer Science, Faculty of Technology, Art and Design, Oslo and Akershus University College of Applied Sciences, Norway;Centre for Educational Research and Development, Oslo and Akershus University College of Applied Sciences, Norway

  • Venue:
  • Journal of Computer Assisted Learning
  • Year:
  • 2012

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Abstract

This paper presents the results of an interview-based study of the use of virtual learning environments (VLEs) among dyslexic students. Interviews were carried out with 12 informants who had been formally diagnosed as dyslexic. The informants were either enrolled in a university or college programme, or had graduated less than a year before the interview. The findings reveal that dyslexic students experience a number of challenges associated with VLE use, including information overload, imperfect word processing tools, inadequate search functions, and having to relate to more than one system at a time. © 2012 Wiley Periodicals, Inc.