Phenomenological Experiences of Students with Visual Impairment in the Use of Online Learning Platforms in Ghanaian Universities

Abstract

In recent years, the integration of learning management systems (LMS) into the teaching and learning for regular undergraduate students has become increasingly prevalent in Ghanaian institutions. Some universities have adopted a hybrid approach to teaching and learning even after the COVID-19 pandemic. The objective of this investigation is to understand the phenomenological experiences of students with visual impairment who use LMS in Ghana. Data was collected through in-depth interviews with 11 students with visual impairment from two public universities. The findings primarily identified the accessibility successes and challenges that students encountered when using the LMS platforms, specifically Sakai and Virtual Classroom (VClass). The participants’ experiences varied; students using Sakai demonstrated a more positive experience compared to those using VClass. The discrepancy in experience was primarily due to personal and institutional factors, including the absence of personal computers or supportive mobile phones; inadequate computers at the resource centres; poor internet connectivity and coverage; and the absence of periodic training for students on how to use the LMS platforms. Moreover, this study revealed some accessibility concerns for both platforms. The study recommended that e-learning platform developers should be empowered and encouraged to incorporate UDL principles to promote their use by students with visual impairment.