Luis F. Rivera-Galicia

Students with disabilities can attend online education using virtual learning platforms and assistive technology adapted to their personal needs. However, access is not enough to avoid difficulties as they tend to require more time for interaction with learning resources. Analysis of the literature suggests that there is relevant interest among researchers in exploring the interaction time required by students with disabilities. The aim of this paper is to explore the average time required by students with disabilities for interaction with questionnaires, the most typical e-learning resource, in comparison to students without disabilities. This is especially relevant for computer and telecommunication engineering students since all of their teaching activities are computer-related. The average time required for interaction is estimated through empirical testing with 60 students filling out a questionnaire while attending two courses on digital technology in a total of four editions. The sample included students with three types of disability as well as non-disabled students as a control group, with ages ranging from 22 to 58. Results showed time ratios of 2.92, 1.88, and 1.58 times, respectively, for blind, partially sighted, and reduced motor capability students, compared to students without disabilities. Although the results are robust, the small sample of the reduced motor capability students and the variability of capabilities for this group recommend further research with additional samples for this type of disability. It is also recommended to continue experimentation with additional types of e-learning resources.