Specific Learning Differences and Technology Enhanced Learning

Our project aims to enhance and promote digital inclusivity in higher education institutions in the UK HE Sector.

As Technology-Enhanced Learning (TEL) becomes more prevalent in higher education accelerated by the COVID-19 pandemic, robust research is becoming necessary to examine its effects on student experiences, particularly those of students with specific learning differences (SpLDs) like dyslexia, dyspraxia, dysgraphia, dyscalculia, Attention Deficit Hyperactivity Disorder (ADHD), and Autism Spectrum Disorder (ASD). This highlights the significance of understanding how the evolving landscape of teaching and learning in higher education impacts diverse learners.

Aims and objectives

The project's overall objective is to enhance and promote the development of digital inclusivity. Working in partnership with other higher education institutions, we aim to: 

  • investigate what TEL practices students and their lecturers currently use, and their opinions of them
  • understand how TEL practices impact students’ learning and lecturers’ teaching, both positively and negatively
  • provide recommendations to improve the provision of TEL for all students in Higher Education Institutions.

News and Update

The research team has successfully concluded the initial phase of the project, which involved conducting interviews with both staff and students at a higher education institution. This phase also encompassed thorough data analysis and the production of a comprehensive report focusing on the nature of technology-enhanced learning (TEL) practices by students and staff at the university.


Moving forward, the team has commenced the second phase of the project, which entails collaboration with other institutions in the UK. This phase aims to expand the scope of the research and gather insights from a broader range of higher educational settings. If you are interested in learning more about this project and potentially getting involved, please see the 'Partner with us' section for further information.

Publication in Qualitative Methods in Psychology Bulletin 

Our team is pleased to announce that one of our new articles has been published in Qualitative Methods in Psychology Bulletin, Issue 33, Spring 2022.

The paper describes the impact of Technology Enhanced Learning on students with Specific Learning Difficulties (SpLDs).

The data, which were collected in 2018, involve the voices of nine undergraduate students at UEA who participated in the preliminary stage of our study. More specifically, the article explores what TEL practices undergraduate SpLD students used and their opinions of them. It also analyses how TEL practices impact SpLD students, both positively and negatively.
 

Publications

The following academic publications resulted from the ‘SpLDs and TEL’ project:

Conference presentations

28-29 October 2019: The International Higher Education Conference (Amsterdam)

  • Assessing the impact of technology enhanced learning on students with specific learning difficulties.

September 2019: European Conference on Educational Research (Hamburg)

  • Exploring the impact of Technology Enhanced Learning practices in Higher Education on students with specific learning difficulties.

December 2018: Society for Research into Higher Education: Annual Research Conference (Celtic Manor Resort, Newport)

  • The impact of Technology Enhanced Learning on students with Specific Learning Difficulties.

September 2018: BPS East of England Conference (University of East Anglia, UK)

  • Assessing the inclusivity of Technology Enhanced Learning methods for students affected by Specific Learning Difficulties.


 

Research team and partners