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Case Study of a Blind Computer Graphics Student's Online Interactions

Case Study of a Blind Computer Graphics Student's Online Interactions

Deller James Ferreira, Tatiane F. N. Melo, Luciana Oliveira Berretta
Copyright: © 2021 |Volume: 17 |Issue: 1 |Pages: 16
ISSN: 1550-1876|EISSN: 1550-1337|EISBN13: 9781799859369|DOI: 10.4018/IJICTE.2021010105
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MLA

Ferreira, Deller James, et al. "Case Study of a Blind Computer Graphics Student's Online Interactions." IJICTE vol.17, no.1 2021: pp.72-87. http://doi.org/10.4018/IJICTE.2021010105

APA

Ferreira, D. J., Melo, T. F., & Berretta, L. O. (2021). Case Study of a Blind Computer Graphics Student's Online Interactions. International Journal of Information and Communication Technology Education (IJICTE), 17(1), 72-87. http://doi.org/10.4018/IJICTE.2021010105

Chicago

Ferreira, Deller James, Tatiane F. N. Melo, and Luciana Oliveira Berretta. "Case Study of a Blind Computer Graphics Student's Online Interactions," International Journal of Information and Communication Technology Education (IJICTE) 17, no.1: 72-87. http://doi.org/10.4018/IJICTE.2021010105

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Abstract

Previous research points that computer-supported collaborative learning is an educational approach that suits blind students, because they have high verbal capacity. The authors believe that both sighted and blind students may gain from knowledge sharing, transactions on collaborative tasks, and being aware of distinct cognitive aspects, ideas, and activities, due to different behaviors, perceptions, and backgrounds. To unveil new insights concerning this assumption, they present an exploratory case study that provides an analysis of one blind undergraduate computer graphics student's online interactions during collaborative learning. They approached a qualitative technique to analyze results obtained from the blind student participation and interaction in discussions. The analysis of a blind student interactions, participation, and interaction patterns revealed emotional and deep relationships that implied in profitable interactions, knowledge construction, and better blind and sighted students' performance.