Abstract—This paper reports on an ongoing research project at Birmingham City University (BCU), where students with disability are being consulted in order to inform the design and the implementation of an inclusive curriculum design through blended learning approaches. One focus group was conducted with BCU students with disability. Participants were asked to provide opinions on previous experiences with teacher-generated video lectures, the flipped classroom paradigm, video presentation formats and web interface features for online video dissemination. Although the data collected is limited to a very small sample, participants provided valuable feedback, which is informing and redefining inclusive design strategies, with the needs of students with disabilities at their core. The flipped classroom approach was perceived as a welcomed innovation, which could compensate the lack of classroom accessibility (i.e.: difficulty of note taking). An unexpected finding was the perception of teacher-generated video presentations being somehow associated with “less effort” on the teacher’s side, and a lower production value when compared with a professionally filmed video presentation. Also, based on past experiences, students were generally sceptical of the ability and will of their teachers to engage in the process of creating video lectures, highlighting the necessity of teaching staff training and support.

 

Index Terms—video lectures, blended learning, flipped classroom, disability, accessibility, usability, E-learning

Cite: Dario Faniglione, "Disabled Student Voice on Online Video Lectures: A Small Step towards Blended Learning Approaches in an Inclusive Curriculum Design," International Journal of Learning and Teaching, Vol. 2, No. 1, pp. 1-7, June 2016. doi: 10.18178/ijlt.2.1.1-7