You are here:

Enhancing Understanding, Flow and Self-Efficacy in Learners with Developmental and Attention Difficulties through ICT-Based Interventions
ARTICLE

,

European Journal of Open, Distance and E-Learning Volume 20, Number 1, ISSN 1027-5207

Abstract

The purpose of this paper is to investigate in which ways technologies may be used to increase inclusion and a feeling of flow and self-efficacy in learning processes when it comes to learners with developmental and attention deficits (focus learners) in a mainstream classroom. The paper is one piece of outcome of a wider study on ICT facilitated inclusion, and this current piece of research addresses the challenges of enhancing focus learners' comprehension when working with the curriculum. Several technologies have been tried out in a real school context and seven types of interventions are identified as valuable for focus learners' capability in learning processes. The paper discusses the findings and concludes that conscious use of technology-based interventions makes it possible to provide learning challenges balanced to the learners' individual skills. But a broader understanding and acceptance by all stakeholders of the specific challenges of this group of learners in mainstream educational systems seems needed to fulfil the potential.

Citation

Andersen, H.V. & Sorensen, E.K. (2017). Enhancing Understanding, Flow and Self-Efficacy in Learners with Developmental and Attention Difficulties through ICT-Based Interventions. European Journal of Open, Distance and E-Learning, 20(1), 153-174. Retrieved February 25, 2021 from .

This record was imported from ERIC on January 9, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords