Factors related to the use of online learning resources: The perception of environmental and contextual barriers of students with special educational needs and their peers

Abstract

Research indicates a diversity of factors that influence the use of online learning resources. Barriers, related to access and accessibility issues are often considered in the literature as inhibiting factors for people with disabilities. Following the established social cognitive theory and the model of digital inclusion, that both highlight interaction between environmental and personal factors, we conceptualise two different types of barriers, named environmental and contextual barriers. This article examines differences between students with SEN and their peers in perceived barriers for OLR use. Our results confirmed as expected that there are no significant differences in perceived contextual obstacles between students with SEN and their peers. However, contrary to our expectations, environmental barriers were not perceived as significantly more or less important in either of the two groups. We discuss possible reasons for such results.