An investigation of visually impaired learners marginalized in an online classroom environment

Despite their abilities or skills, all students had to attend online classes in universities last two years. Visually Impaired Learners (VIL) had unexplored problems associated with existing learning technologies, pedagogy, students per se, and facilitators in online classrooms. The objective of this study is to identify these problems and causes and to propose a theoretical model as a solution. The study identified 10 main problems causing dissatisfaction with VIL in online classrooms: the accessible devices and connectivity problems, the teaching-learning platform problems, lack of adequate training for teaching staff, pedagogical approach problems, lack of individual attention, inadequate time (extra) for learning and assessment, limitations of individual (reserved) space, limitations of assessment methods and platform, unavailability of the peer support, and unavailability of bilingual communication. The proposed theoretical model suggests consolidating learning technology with pedagogy, students, facilitators, and an extended learning environment to enhance the online class experience for VIL.