Digital Learning Platforms for Students with Disabilities: A Technology-Driven Approach

Abstract

The use of digital learning platforms has grown as a way to provide technology-based, flexible learning to students, but research is needed on the effectiveness of teaching using digital learning platforms to students with disabilities. This article uses the Open University Learning Analytics Dataset to investigate the digital engagement and academic results of students with and without disability. A quantitative secondary data design was used, and the student demographic records, virtual learning environment activity, assessment performance and final academic outcomes were analyzed. The primary grouping variable was disability status and measures of engagement included total clicks, active learning days, and interaction with online learning resources. Differences in platform engagement, assessment performance, pass rates, failure rates, withdrawal rates and successful or at-risk outcomes were identified for descriptive and comparative analyses. The findings suggest that students who are disabled had fewer days of engagement on the platform, fewer days of active learning, slightly lower assessment scores, and higher rates of withdrawal compared to students who are not disabled. The analysis revealed a correlation between greater use of the digital learning platform and improved academic results. Students who did well and Pass students performed better in terms of mean clicks and active learning days, compared to students who failed or withdrew. Based on these finding, it can be inferred that digital learning platforms can be valuable tools in academic risk detection and in inclusive education. But digital access is not sufficient, platforms must be accessible, responsive and must receive timely interventions. The study adds to the field of special education by showcasing the importance of learning analytics in enhancing support for students with disabilities in an online learning setting.