Sharing Student Projects

This study aimed to explore the experiences of education lecturers at a North West England university in online teaching and learning spaces. Specifically, we investigated the lecturers’ experiences of the accessibility of these spaces for their Disabled and Neurodivergent students. We also examined the strategies lecturers use to enhance accessibility and the support available to them to achieve this. Utilising semi-structured interviews with six education lecturers, it was found that their experiences are emotional and personal. Their experience heavily depended on their past experience with technology, what they liked about using technology and how they felt that online learning spaces fit with their teaching goals. To support students, lecturers listened to students, used the university’s support plan when available, and also reached out to students when they needed to. Lastly, lecturers felt that some training was available to help them, but would like more opportunities to socialise and meet other lecturers to form a community of practice. This study concludes that accessibility is not just about complying with the law or technical standards, but it is about fostering human connections and helping more people access education. Therefore, we need to support lecturers with this emotional process and create more opportunities for lecturers to connect. This could allow us to sustain inclusive online teaching and learning spaces where every student can thrive, regardless of their needs or abilities.

A visual illustration is provided to accompany the summary of this project and tease out potential impact.