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The use of mobile learning for visually impaired learners school in tolerance education contents

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  • Umu Akcil

    (Near East University)

Abstract

Mobile learning technologies become alternative way of learning to foster knowledge creation, skills development for learners. Especially in gaining open, equality and access in education, there is an intensified need to consider tolerance education content. Using mobile learning technologies and having particular skills to use mobile technologies for visually impaired adult learners have been investigated in this study. Mix method was employed and questionnaire and at the same time semi-structured interviews provide large amount of data to reveal challenges and possible strategies in enhancing mobile learning technologies for visually impaired adult learners. Thirty nine adult learners become part of this action research voluntary basis. The research reveals the practice of mobile learning technologies and its challenges in developing country and also shows how visually impaired learners need mobile learning and education to become digital citizen within the society. In this respect, using mobile technologies and having knowledge, skills for practicing mobile technologies need to be considered in detail for visually impaired adult learners based on proposed strategies. It is revealed that tolerance education content is important and can be diffused through the impact of technology and management. For further studies, contemporary mobile technology applications can be developed and tested with proposed model as underlined in this study.

Suggested Citation

  • Umu Akcil, 2018. "The use of mobile learning for visually impaired learners school in tolerance education contents," Quality & Quantity: International Journal of Methodology, Springer, vol. 52(2), pages 969-982, December.
    • Handle: RePEc:spr:qualqt:v:52:y:2018:i:2:d:10.1007_s11135-017-0552-1
    DOI: 10.1007/s11135-017-0552-1
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    References listed on IDEAS

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    1. John Parkin & Nicola Smithies, 2012. "Accounting for the Needs of Blind and Visually Impaired People in Public Realm Design," Journal of Urban Design, Taylor & Francis Journals, vol. 17(1), pages 135-149.
    2. Taeil Kim & Soogwan Doh, 2006. "Analysis of the Digital Divide Between Disabled and Non-Disabled People in South Korea," Asia Pacific Journal of Public Administration, Taylor & Francis Journals, vol. 28(2), pages 231-261, December.
    3. Soogwan Doh & Roger R Stough, 2010. "Analysis of the Impact of the Perceived Usefulness of ICT on the Digital Divide Between Disabled and Non-Disabled People in South Korea," International Review of Public Administration, Taylor & Francis Journals, vol. 14(3), pages 53-70, January.
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    Cited by:

    1. Gregor Wolbring & Laiba Nasir & Dana Mahr, 2024. "Academic Coverage of Online Activism of Disabled People: A Scoping Review," Societies, MDPI, vol. 14(11), pages 1-55, October.
    2. Nur Hazwani Mohamad Roseli & Nurulnadwan Aziz, 2023. "Affective Design Components of Educational Application for Children," Information Management and Business Review, AMH International, vol. 15(4), pages 191-199.
    3. Özge Sakallı & Ahmed Tlili & Fahriye Altınay & Ceren Karaatmaca & Zehra Altınay & Gökmen Dağlı, 2021. "The Role of Tolerance Education in Diversity Management: A Cultural Historical Activity Theory Perspective," SAGE Open, , vol. 11(4), pages 21582440211, November.

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