4.4. Conclusions and discussion

Answers to the question “‘My lecturers/teachers have ensured sufficient accessibility to online learning materials for me” are positive for 56 percent of respondents, but 44 percent of respondents are neutral.

Figure 4.13. My lecturers/teachers have ensured sufficient accessibility to online learning materials for me

56% 44%

I can't judge I agree

Source: Original data collected by authors at the University of Economics in Bratislava, Slovakia.

It is interesting to underline that there is no full satisfaction in the sample. The further explanations show the positive experience with some teachers/staff members particularly those active in terms of the provision of lecture-related documents and general support, as well as the importance of live help/support. Negative aspects were already mentioned in previously –no lecture recordings were provided to students, some students found it difficult to access certain learning sources.

4.4. Conclusions and discussion

Looking through all reported answers there are several indications that the D-COLLAB project must consider in its future activities. First of all, the main consideration that is needed is the fact that the utilization of distance learning for this specific target is interesting and agreed, especially for the potential customisation of the learning process that could improve career prospects of students with

special needs but can be seen also as a mean of inclusivity, not only to students with specific needs, but to students and teachers as a social group. As suggestet by Nguyen (2021), digital technologies can really promote social inclusion by allowing for the delivery of real-time services that can enable individuals to learn, work, and live without being subject to physical or social barriers. Theresponses of studentssuggest that customization and versatility in distance learning are key features to be exploited to improve its effectiveness. This does not mean that regular teaching is to be abandoned for this target group – a blended approach is to be followed, keeping space for direct interaction among students, teachers and the university staff. This is strongly advised not only for the effectiveness of training – as certain subjects could require in person training to perform better – but also not to lose direct feedback from teachers and the social aspects of being in a community of students. There is also another aspect to be considered – one third of students with special needs would prefer to return to full “regular” classes and this is in line with other students’ conclusions. The aspect to be highlighted is the fact that a relevant group is not interested in distance learning, suggesting that maybe the provision of this kind of instruction is not effective for them and should be reformed. This brings us to another consideration toward effectiveness of distance learning – the management of lessons as well as the production of training resources. One of the first technical considerations is linked to the provision of learning of users that may use smartphone with the limits that this device could have. Moreover, it seems that a part of teachers/staff is not fully prepared to manage properly the distance learning – in this regard, the frequent quotation of low-quality presentations or accessibility of resources as well as not effective use of technologies (for example the camera turned off) highlight a relevant need for “train the trainers” initiatives. From the time-management point of view there is an aspect to be analysed. A lot of attention from students focuses on the fact that in regular learning process there is a possibility to overcome doubts and ambiguity by directly contacting teachers, feedback in remote learning, in real time, is somehow difficult. The main consideration we may draw in this case is that the provision of remote training should encourage the exchange of feedback among students and teachers on more frequent basis. Another critical aspect in this regard, specifically linked to students with special needs, is the lack of pauses/breaks which, given specific physical situations of some students are critical to maintain concentration and limit the pain related to their disability.

Another critical methodological aspect is the attractiveness of training, a goal that we may analyse from different points of view. First, the simple provision of a lesson copying regular training and not adapted to distance learning does not work. In the opinion of students with special needs, teachers should focus on avoiding the monotony and promoting interactions. Students with special needs, in this sense, suggest that interaction should be implemented within small groups activities, instead of large groups. Learning sources, documentations, and other relevant materials, should be redesigned to ease access (both from technical and economical point of views) as well as to meet higher standards of quality. Lessons could be enriched with external resources, tutorials, video klips and other features that can help in the learning approach. Finally, a lot of attention should be paid to the possibility of personalizing one's own learning process, also making the recordings of lessons more available. In conclusion, in the opinion of students with special needs, the provision of remote learning is good but far from perfect. There is the need to invest time and sources to develop and enrich it. The solution could be summarized by a phrase taken from a student with special need expressed in the questionnaire: „I have found that private educational projects and courses are much better than those provided by my university. We also need to learn from them. “

Birnbaum, B. (2001). Foundations and practices in the use of distance education. Edwin Mellon Press. del Arco, I., Silva, P., & Flores, O. (2021). University teaching in times of confinement: The light and shadows of compulsory online learning. Sustainability, 13(1), 375. Eder, R. (2020). The remoteness of remote learning: A policy lesson from COVID19. Journal of Interdisciplinary Studies in Education, 9(1), 168-171 Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86. Gervasio, F. Didattica a Distanza, Alcuni Suggerimenti per Svilupparla al Meglio. Orizzontescuola.it. 2020. Available online: https://www.orizzontescuola.it/didattica-adistanza-alcuni-suggerimenti-per-svilupparla-al-meglio Moriña, A., & Biagiotti, G. (2021). Academic success factors in university students with disabilities: a systematic review. European Journal of Special Needs Education, 1-18.

Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020). Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era. Pakistan journal of medical sciences, 36(COVID19-S4), S27. Nguyen, A. (2021) Digital Inclusion. In: Liamputtong P. (eds) Handbook of Social Inclusion. Springer, Cham. https://doi.org/10.1007/978-3-030-48277-0_14-1) Ploj Virtič, M., Dolenc, K., & Šorgo, A. (2021). Changes in online distance learning behaviour of university students during the Coronavirus disease 2019 outbreak, and development of the model of forced distance online learning preferences. European Journal of Educational Research, 10(1), 393-411. https://doi.org/10.12973/eu-jer.10.1.393 Prensky, M. (2001). Digital natives, digital immigrants part 2: Do they really think differently?. On the horizon. Ranieri, M. (2011). Le insidie dell’ovvio. Tecnologie educative e critica della retorica tecnocentrica. ETS. Rivoltella, P.C. Scuola. Tecnologia più condivisione: Così si può fare buon e-learning. Avvenire.it. 2020. Available online: https://www.avvenire.it/opinioni/pagine/tecnologia-pi-condivisione-cos-si-pu-farebuonelearning (accessed on 7th September 2021). Witze, A. (2020). Universities will never be the same after the coronavirus crisis. Nature, 582(7811), 162-164. https://doi.org/10.1038/d41586-020-01518-y Zannoni, F. (2020). La didattica universitaria a distanza durante e dopo la pandemia: impatto e prospettive di una misura emergenziale. Media Education 11(2): 75-84. doi: 10.36253/ me-8979