A Proposed Guideline for Online Education Management for Students with Visual Impairments at the Bachelor's Degree Level

Abstract

This study aimed to 1) investigate the current conditions and challenges of online learning management for visually impaired undergraduate students, and 2) propose appropriate guidelines to support their specific learning needs. The participants were seven visually impaired undergraduate students from Songkhla Rajabhat University, enrolled in the first semester and selected through purposive sampling. The research instruments included 1) semi-structured interviews and 2) focus group discussions.

          The findings revealed several challenges in online learning management, including inaccessible learning materials incompatible with screen readers, lack of appropriate assistive devices, limited technical support, and insufficient utilization of assistive technologies. Furthermore, ineffective communication between instructors and students reflected a lack of understanding of the unique needs of visually impaired learners.

          The proposed guidelines for improving online learning included enhancing and redesigning online learning platforms to support screen readers and provide accessible educational content; offering professional development for instructors in the use of assistive technology and accessible instructional design; establishing specialized technical support teams; and fostering a flexible learning environment-such as extended examination time and personalized academic consultation. These approaches aim to promote equitable, inclusive, and effective learning experiences for students with visual impairments.