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Library Research Courses that Follow Universal Design Principles and Best Practices for Online Education of Special Needs Students Improve Student Learning Experiences

机译：遵循通用设计原则和特殊需要在线教育最佳实践的图书馆研究课程可改善学生的学习体验

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A Review of: Catalano, A. (2014). Improving distance education for students with special needs: A qualitative study of students’ experiences with an online library research course. Journal of Library & Information Services in Distance Learning, 8(1-2): 17-31. doi: 10.1080/1533290X.2014.902416 Objective – To evaluate student experience with an online library research course that follows best practices about distance education for special needs students. Design – Questionnaire and semi-structured interviews. Setting – A large private college in the United States of America. Subjects – Seven female students, both undergraduate and graduate, each with different physical and cognitive disabilities. Methods – Students were recruited from respondents to a survey about accessible library services, with a $50 gift card incentive. They took an online information literacy course that had been adapted for students with special needs, using universal design for learning and best practices in distance education for special needs students and in library instruction. Upon completion, students answered a questionnaire about the course learning activities. Students were then asked to participate in in-depth, semi-structured interviews on their learning preferences and study skills. Main Results – Students expressed overall satisfaction with the course, especially the clear organization and the ability to choose from various types of assignments for their final project. They expressed a preference for click-through, step-by-step instructions for tutorials. Five of the seven students participated in in-depth interviews, which revealed some common themes in their overall online learning experience: the challenge of obtaining extended time on tests; overcoming reluctance to participate in online discussions; the need for regular communication with instructors; and the need for clearly stated expectations and timely feedback. Conclusion – Student feedback confirms best practices identified in the literature on distance learning and on special needs students. The need for clear instructor expectations, clear course organization, and frequent interaction with the professor are common to all distance learning situations, but students with special needs are particularly in need of such well-structured instruction. Librarians should always determine accessibility before selecting software and tools to be used in online instruction. Accessible online library instruction should include information about resources for students with special needs; it should provide the same content in varied formats; and it should offer students options for assignment formats. Much research remains to be done to compare students with special needs in online and face-to-face courses, and to determine factors that improve the success of students with special needs in online courses.
机译：审查：Catalano，A.（2014年）。改善有特殊需要的学生的远程教育：通过在线图书馆研究课程对学生的经历进行定性研究。远程学习图书馆与​​信息服务杂志，8（1-2）：17-31。 doi：10.1080 / 1533290X.2014.902416目标–评估在线图书馆研究课程的学生体验，该课程遵循针对特殊需要学生的远程教育最佳实践。设计–问卷调查和半结构化访谈。地点-美国的一所大型私立大学。科目–七名女学生，包括本科生和研究生，每个都有不同的身体和认知障碍。方法–从受访者中招募学生参加一项有关无障碍图书馆服务的调查，并提供50美元的礼品卡奖励。他们参加了在线信息素养课程，该课程针对有特殊需求的学生进行了改编，使用通用设计进行学习，并为特殊需求学生的远程教育和图书馆教学提供了最佳实践。完成后，学生回答有关课程学习活动的问卷。然后要求学生参加关于他们的学习偏好和学习技能的深入，半结构化访谈。主要结果–学生对课程表示总体满意，特别是组织清晰，能够为最终项目选择各种作业。他们表示偏好点按式，分步指导的教程。七名学生中有五名参加了深度访谈，这些访谈揭示了他们整体在线学习经历中的一些共同主题：延长考试时间的挑战;克服不愿参加在线讨论的问题;需要与讲师定期沟通;以及明确陈述的期望和及时反馈的需求。结论–学生的反馈证实了文献中关于远程学习和特殊需求学生的最佳实践。在所有远程学习环境中，都需要明确的讲师期望，清晰的课程组织以及与教授的频繁互动，但是，有特殊需要的学生尤其需要这种结构合理的指导。图书馆员在选择在线教学中使用的软件和工具之前，应始终确定可访问性。无障碍在线图书馆教学应包括针对有特殊需要的学生的资源信息;它应该以各种格式提供相同的内容;并且应该为学生提供作业格式的选项。要比较在线和面对面课程中有特殊需求的学生，并确定提高在线课程中有特殊需求的学生的成功率的因素，还有很多研究要做。

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