(from the article)
Abstract
When addressing disabilities in educational contexts, e-learning, and the use of online learning activities, problems are raised beyond those of accessibility and web design. Networked learning, with its widely
proclaimed advantages (in bridging distances, accommodating different learning paces and catering for differing cognitive styles) may create barriers to students with cognitive disabilities in general, and dyslexia in particular. Text-based synchronous activities may marginalise, demotivate and disappoint students with dyslexia who encounter difficulties in reading, spelling and argumentation. This paper presents the results of a research project which uncovers evidence to suggest that students with dyslexia are less likely to thrive in a synchronous e-learning environment. Specifically, the paper reports on an experiment undertaken with students when engaged in an authentic synchronous problem-based learning activity.
