AN EXPLORATION ON BARRIERS OF USING MODULAR OBJECT-ORIENTED

DYNAMIC LEARNING ENVIRONMENT (MOODLE) TO STUDENTS WITH VISUAL

IMPAIRMENTS AT THE UNIVERSITY OF NAMIBIA

A THESIS SUBMITTED IN PARTIAL FULFILMENT

OF THE REQUIREMENTS FOR THE DEGREE OF

MASTER OF EDUCATION (INCLUSIVE EDUCATION)

IN THE FACULTY OF EDUCATION AND HUMAN SCIENCE

OF

THE UNIVERSITY OF NAMIBIA

BY

SARA GEORGINA JOHANNES

STUDENT NUMBER: 200849027

JUNE 2023

Supervisor : Dr. Anna Hako

ABSTRACT

The purpose of this study was to explore on barriers of using Modular Object-Oriented Dynamic

Learning Environment (MOODLE) to students with visual impairments at the University of

Namibia. The study was guided by the following objectives: To identify the barriers of using

Moodle to students with visual impairments, to explore the experiences of students with visual

impairments with the use of Moodle and other e-learning platforms and to recommend the best

strategies that the University of Namibia can use in ensuring full inclusion as well as

accessibility of students with visual impairments in the use of e-learning platforms. Six

undergraduate students with visual impairments and four university of Namibia’ employees,

(employees from the e-Learning department, and lecturers) who teach students with visual

impairments via Moodle/online participated in this study. A purposive sampling was employed

to select a desired sample. Data was collected through semi-structured interviews and non-

participant observations. Using the qualitative phenomenological analysis method, data was

grouped and categorized into themes to form meaningful patterns of the study findings. The

study concluded that, students have access to learning materials online, students learn at their

own pace, virtual learning reduce fear of talking in the classroom and provide access to open

learning. These include, virtual platform not catering for individual learning styles, students have

problem with clarifications and explanations of concepts, lack of braille version of online

instructions, inadequate resources or facilities to access online instructions and poor internet

access. These may affect the performance of student since the quizzes and assignment are done

online. It may also implicate lecturers for inappropriately using the MOODLE platform in

teaching. The study suggested for social support, financial support, parental involvement,

i
introduction of content lectures on TV and Radio and offer them rightful gadgets. Individuals

with visually impaired are our equal fellow citizens.

ACKNOWLEDGEMENTS

My greatest gratitude is to my Father (Abba Father) for His Grace that has seen me through my

Education and completion of this study. I am grateful for granting me all the strength and health

thought my study. I am thankful for my sponsor NAMPOWER, for paying my education from

my undergraduate studies to postgraduate studies; I wouldn’t have achieved all these without

you. My heartfelt appreciatiation goes out to my supervisor Dr. Anna Hako, thank you so much

for your good supervision, unweaving support, guidance and motivation throughout. I also wish

to extend my appreciation to the students and lecturers for their participation in this research. I

also wish to appreciate my grand mother Meekulu Petrina Muulunda Angula yaShanghala for

her unweaving support, prayers and for being there for me.

Finally, to my dear husband Mr.Jeremia Haimbodi, thank you for your support and

understanding, your patience and tolerance towards me working until late during the course of

my study. To my family, Moshana & Haimbodi thank you for your continued support. To

everyone that has contributed to this study in one way or the other, thank you so much,

May God bless you all!

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DEDICATION

This thesis is dedicated to my Late father Tate Johannes Valombola Moshana who passed on

while I was busy with this study. Your dreams were to see all your children following for

footsteps (to be teachers and educators). Although circumstances by then was not possible for me

to become one, I pushed through all the odds just to make your dream a reality, Thank you for

believing in me. May your soul continue to rest peacefully dearest Dad. The end-product of this

study resonate a zeal and perseverance of my dear mother Rev.Iyaloo Ndafilwonghenda

Moshana. Thank you for taking care of me and stood by me even in the most difficult times.

iii
DECLARATIONS

I, Sara Georgina Johannes, declare that this study is a true reflection of my own research, and

that this work or part thereof has not been submitted for a degree in any other institution of

higher education. No part of this thesis may be reproduced, stored in any retrieval system, or

transmitted in any form, or by means (e.g. electronic, mechanical, photocopying, recording or

otherwise) without the prior permission of the author, or The University of Namibia in that

behalf.

I, Sara Georgina Johannes, grant The University of Namibia the right to reproduce this thesis in

whole or in part, in any manner or format, which The University of Namibia may deem fit, for

any person or institution requiring it for study and research; provided that the University of

Namibia shall waive this right if the whole thesis has been or is being published in a manner

satisfactory to the University.

…………………………… ..................................................

Sara Georgina Johannes Date

iv
LIST OF FIGURES

Figure 4.1: The age categories of the respondents……………………………………32

v
LIST OF TABLES

Table 4.1: Gender statistics………………………………….……..………………….32

Table 4.2: Themes and sub-themes……………………………….………..…………34

vi
LIST OF ABBREVIATIONS/ACRONYMS

MoE Ministry of Education

MOODLE Modular Object-Oriented Dynamic Learning Environment

UNAM University of Namibia

VI Visually impaired

SVI Students with Visual Impairments

HE Higher Education

vii
 TABLE OF CONTENTS
ABSTRACT.............................................................................................................................................i
ACKNOWLEDGEMENTS.........................................................................................................................ii
DEDICATION............................................................................................................................................iii
DECLARATIONS......................................................................................................................................iv
LIST OF FIGURES.....................................................................................................................................v
LIST OF TABLES......................................................................................................................................vi
LIST OF ABBREVIATIONS/ACRONYMS.............................................................................................vii
CHAPTER ONE: INTRODUCTION TO THE STUDY.............................................................................1
1.0. Introduction......................................................................................................................................1
1.1. Background of the study...................................................................................................................1
1.2 Statement of the problem...................................................................................................................3
1.3 Research Objectives..........................................................................................................................3
1.4 Significance of the study...................................................................................................................4
1.5 Limitations of the study.....................................................................................................................5
1.6 Delimitations of the study..................................................................................................................5
1.7 Definition of terms.............................................................................................................................5
1.9 Summary and Conclusion of the Chapter..........................................................................................8
CHAPTER TWO: LITERATURE REVIEW..............................................................................................9
2.0. Introduction......................................................................................................................................9
2.1. The origin of MOODLE and its application in education.................................................................9
2.3 The barriers of using Moodle to students with visually impairments...............................................14
2.5 Possible ways to improve the application of MOODLE in mainstream/special education.........18
2.6 Summary and conclusion of the Chapter...................................................................................20
CHAPTER THREE: METHODOLOGY..................................................................................................20
viii
 3.1 Introduction...............................................................................................................................20
3.2. Research Approach.........................................................................................................................21
3.3 Research design...............................................................................................................................23
3.4. Population.......................................................................................................................................23
3.5 Sample and Sampling procedure.....................................................................................................24
3.6 Data collection methods..................................................................................................................25
3.6.1 Interview...................................................................................................................................25
3.6.2 Non-participant observation....................................................................................................26
3.4 Research instruments.......................................................................................................................27
3.5 Data collection procedures...............................................................................................................27
3.6 Data analysis....................................................................................................................................28
3.7. Ethical Considerations....................................................................................................................28
3.7.1. Informed consent process........................................................................................................28
3.7.2. Voluntary participation............................................................................................................29
3.7.3. Confidentiality.........................................................................................................................29
3.7.4. Minimizing harm.....................................................................................................................29
3.7.5. Credibility................................................................................................................................30
3.7.5. Confirmability.........................................................................................................................30
3.7.6. Dependability...........................................................................................................................30
CHAPTER 4: PRESENTATION, INTERPRETATION AND DISCUSSION OF THE RESULTS.........31
4.1 Introduction.....................................................................................................................................31
4.2 Demographic Data...........................................................................................................................31
4.2.1 Gender......................................................................................................................................31
4.3 Themes and Sub-theme....................................................................................................................33
4.4. Interpretation and description of findings.......................................................................................35
4.4.1. Theme 1: The benefits of using Moodle to students with visual impairments..........................35
4.4.3. Theme 3: Strategies to ensure full inclusion of students with visual impairments in the use of
MOODLE platforms..........................................................................................................................44
4.5. Conclusion......................................................................................................................................49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION.....................................50
5.0. Introduction....................................................................................................................................50
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 5.1. Summary of the study.....................................................................................................................50
5.2. Summary of study findings.............................................................................................................52
5.2.1. The benefits of using Moodle to students with visual impairments.............................................52
5.2.2. The experiences of students with visual impairments with the Moodle e-learning platform........53
5.2.3. The strategies that the University of Namibia can use in ensuring full inclusion of students with
visual impairments in the use of e-learning platform.............................................................................55
5.3. Conclusion......................................................................................................................................57
5.4. Recommendations to the findings...................................................................................................58
5.5. Recommendations to further studies...............................................................................................59
REFERENCE............................................................................................................................................60
LIST OF APPENDIX................................................................................................................................67
Appendix A: Research instruments.......................................................................................................67

x
 CHAPTER ONE: INTRODUCTION TO THE STUDY

1.0. Introduction
This chapter introduces the background of the research. It further discusses the problem that the

research is deemed to address. Furthermore, the aim, objectives, limitation, as well as motivation

of the study, are also discussed in this chapter. Finally, the chapter also gives a brief organization

of chapters and ends with a summary of the chapter.

1.1. Background of the study

The use of e-Learning is an integral tool for communication in the twenty first century (Buckley,

2015). However, there are people with visual impairments who need to learn additional skills in

order to take advantage of this tool. These people have previously been disadvantaged due to

inaccessible learning materials or instructional media which have not been tailored to their

specific needs. Namibia has committed herself to provide quality, equitable, inclusive education,

and this notion is supported by various policies and regulations adopted by the Republic of

Namibia such the Ministry of Education’s Sector Policy on Inclusive Education, a policy that

calls for access to high-quality education for all Namibian learners, free from discrimination

based on gender or sexual orientation, language, culture, religion, health or disability, pregnancy,

socio-economic background of geographic location (Ministry of Education, 2013).

The concept of special educational needs was introduced in the beginning of the 21st century

(Mapunda, Omollo & Bali, 2017). The main idea behind the introduction of this concept at that

time was to move away from the use of older terminologies such as ‘handicapped children’ to

find a generic description that would more suitably embrace the increasingly diverse group of

1
learners and students with difficulties in learning (Westwood, 2011). The idea takes into account

the application of the main principle of inclusive education that highlights the need of promoting

the right of every child and family to be included, respected, and valued, to participate, to work

toward common goals, and to reach their full potential with a special focus on the most

vulnerable, as an integral part of quality pedagogy (ISSA, 2010). The idea of inclusive education

involves children learning together, in the context where each individual is valued and is actively

engaged in what is learnt and what is taught (Spratt & Florian, 2013).

Despite the adoption of the inclusive education policy in the Namibian education system, there

are still challenges, such as lack of access to learning spaces (i.e. the library, technology, and

physical accessibility), barriers to curriculum and teaching methodologies at the institutions of

Higher learning .Before new learning modes are introduced to university, it is very crucial for an

institution to recognize the needs of full accessibility to its community it serves. Accessibility, by

definition in the context of this research is about ensuring access to online or digital information

by making specific accommodations for particular different abilities or, more specifically, to the

types of technologies that individuals with Visual Impairment (VI) would presumably use

(Heilman, 1977).

The University of Namibia has adopted Moodle (Modular object-oriented dynamic learning

environment) as its formal e-Learning Platform for teaching and learning. The site is dominantly

visual in its design. This study seeks to explore the barriers of using Moodle as a teaching and

learning tool for the students with visual disabilities at the University of Namibia (UNAM).

2
1.2 Statement of the problem

Moodle was adopted to be the learning tool through which teaching and learning is facilitated for

the University of Namibia (UNAM) in 2015. This gives an opportunity to lecturers and students

to communicate online. Although the system has the capability to empower all students and

lecturers, the use of this system may pose challenges to students with disabilities especially to

those with visual impairments. According to the Education Management Information Systems

(EMIS) Educational Statistics (2012), at the basic education level, there were 5302 Namibian

learners who were partially sighted and 261 who were blind. These statistics give an indication

that there could be a considerably high number of students with visual impairment in

universities. However, there is a gap in the literature about a clear understanding of the academic

challenges that the students with visual impairments face in interacting with online academic

platforms. Without an understanding of the nature of the problems that these students face in

interacting with e-learning tools, we cannot create an accessible and inclusive, user-friendly

environment where the students with visual impairments can enjoy equal learning opportunities.

Therefore, the study attempts to explore the barriers experienced by students with visual

impairments in the use of Moodle at UNAM.

1.3 Research Objectives

Given that the main aim of the study is to explore the barriers experienced by students with

visual impairment in the use of Moodle at UNAM Main Campus, the study was guided by the

following research objectives:

 To identify the barriers of using Moodle to students with visual impairments;

3
  To explore the experiences of students with visual impairments with the Moodle e-

learning platform;

 To recommend the best strategies that the University of Namibia can use in ensuring full

inclusion of students with visual impairments in the use of e-learning platforms.

1.4 Significance of the study

If learners with visual impairments are educated, they are able to be productive members of

society (Messaria, 2002). The significance of this study would raise awareness to lecturers and

the University of Namibia’s management to identify the possible solutions in supporting and

dealing with students with visual impairments on online platforms. The study would also help

the visual impairment students as well the whole student community at large to have better

understanding on the importance of e-learning and independent access to the Moodle platforms

through the support of the lectures and student support officers as the system’s technical

administrators.

In addition, the outcomes of this study contributed to new insights to the existing body of

knowledge pertaining to the challenges experienced by students with visual disabilities in the use

of Moodle at UNAM and other institutions. The results would provide the institutions of higher

learning with best models of implementing online educational platforms to accommodate

visually impaired students.

Furthermore, the study would bring to light the experiences of the barriers experienced by

students with visual impairments in the use of Moodle as a learning tool. It would further raise

awareness to lecturers and the University of Namibia’s management to mitigate the barriers of

students with visual impairments.

4
1.5 Limitations of the study

The research was limited to students with visual impairments at the University of Namibia.

Hence, the results of the study cannot be generalized to other universities or to students with

other impairments. The scarcity of relevant literature in the field of inclusive education on e-

learning platforms gave this study a limited local and international literature review. This

allowed the researcher to use the combination of both old and recent sources as well as

secondary sources to access more literatures.

1.6 Delimitations of the study

The study is conceptually delimited to students with visual impairments registered for

undergraduate studies on full-time and or distance learning modes at the University of Namibia.

1.7 Definition of terms

Inclusive education: Inclusive education can be described as educational policies and practices

that uphold the right of all learners (including those with special educational needs) to belong

and learn in regular education classrooms. Inclusive education means a commitment to building

a just society by a more equitable education system, a conviction that extends the responsiveness

of regular schools to learner diversity and offers a means of timing these commitments into

reality (Dyson, 2001).

Special education/special needs: This refers to education offered to learners with disabilities

and extra-ordinary learning needs. This is a purposeful intervention aimed at overcoming barriers

perceived to be possible obstacles to learning, and/or perceived to be limiting an individual’s full

5
participation in societal activities. Traditionally, special education has been offered in “Special

Schools” in a special setting, and the focus has been remedial and compensatory (Dyson, 2001).

Barriers: a fence or other obstacle that prevents movement or access (Kotzer & Elran, 2012). In

the context of this study, barriers refer to challenges and obstacles that students with visual

impairments encounter in their interaction with online learning platforms.

Moodle: The word Moodle stands for "Modular Object-Oriented Dynamic Learning

Environment." Moodle is an open source course management system / an online educational

platform that provides custom learning environment to students. Students at UNAM can use

Moodle to review the class calendar, submit assignments, take quizzes and interact with their

classmates and lecturers.

Visual Impairment: VI refers to when one loses part or all of his/her ability to see (or vision).

The impairment must persist even with the use of eyeglasses, contact lenses, medication, or

surgery

Students with visual impairment: This refers to students with partial, functional and legal

blindness, whose visual disabilities may affect their normal academic performance (Zulch-

Knouwds, 2010). Legal Blindness is when vision “cannot be corrected to better than 20/400 in

the better eye or when the visual field is 20 degrees or less, even with a corrective lens”

(Hardman, Drew & Egan, 2016; Hannan, 2017). In this study, this concept of visual impairment

has been used interchangeably with total blindness or severe vision loss. Functional blindness is

the label given to students who is unable to use sight and must rely on his/ her other senses to

learn and get around (Hardman et al., 2016). In this study, this concept of visual impairment has

6
been used interchangeably with moderate vision loss. Students who are partially sighted have a

visual acuity of less than 6/18 but equal to or better than 3/60 in metrical terms (Resnikoff,

Pascolini, Mariotti & Pokharel, 2018). They need spectacles and other devices to enhance their

residual sight. In this study, this concept of visual impairment has been used interchangeably

with mild or low vision loss. Additionally, the term “blind” was used here and there, but not to

dehumanize people with visual disability but used as a referral term to the generally accepted

term “people with visual impairment”. In Chapter 3, 4 and 5, the terms “participants”,

“interviewees”, and “respondents” were used interchangeably by referring to students with visual

impairment and or lecturers or administrative staff members who participated in the study.

Assistive devices: These are arrays of learning support materials and equipment that facilitate

effective movement as well as smooth grasping of the learning content among individuals with

visual impairment (Ondin, 2015).

Braille: This is the embossed six dots system of reading and writing used by the visually

impaired persons, named after its inventor Louis Braille (Koenig & Holbrook, 2019).

Inclusion: Inclusion as the re organisation of ordinary schools, in such a way that every

inclusive school is capable of accommodating every learner regardless of their disabilities,

making it certain that each learner belongs to a single community. Inclusion means full inclusion

of learners with diverse abilities in all aspects of schooling that other learners are able to access

and enjoy. Further, it involves inclusive schools and classrooms genuinely adapting and

changing to meet the needs of all learners as well as celebrating and valuing differences

(Loreman, Deppeler & Harvey, 2018).

7
1.8 Structure of the Study

Chapter 1: This chapter outlines the background of the study and presents the statement of the problem,

research objectives and significance of the study. It also discusses the limitations and the delimitation of

the study area, as well as presents the definition of terms employed in this study.

Chapter 2: The second chapter describes the theoretical framework and a review of the literature related

to the problem under study.

Chapter 3: This chapter gives a detailed description of the research design, population, as well as the

sampling technique employed. It explains the research instruments employed, the data collection

procedures and data analysis, as well as the ethical considerations adhered to in this study.

Chapter 4: This chapter presents the research findings and discussions of the study.

Chapter 5: This is the last chapter, and it includes a discussion of the results, as well as

recommendations and conclusions.

1.9 Summary and Conclusion of the Chapter

The chapter started with an introduction and orientation to the study. The statement of the

problem addressed the justification of the researcher on the current study and what the study

strives to achieve. The research objectives ensued, which acted as a guideline for stating the

main purpose to be achieved. The significance of the study was highlighted in light of its

contribution to the body of knowledge. Finally, the limitations of the study were stated; the key

concepts from the study were defined and clarified to make the study more understandable to the

readers. The next chapter (Chapter Two) presents the review of related literature.

8
 CHAPTER TWO: LITERATURE REVIEW

2.0. Introduction

The literature review focuses firstly on the origin or the background of Moodle as an e-learning

platform ,the benefits and weakness of Moodle ,as well as the a theoretical framework within

which the study will be grounded, Thereafter, the literature also reviews the barriers of using e-

learning modes to students with visual impairments and the possible strategies that higher

education institutions can use in ensuring full inclusion of students with visual impairment in

their utilization of e-learning platforms.

2.1. The origin of MOODLE and its application in education

Nowadays, we live in a world where technology is essential. Traditional education, for example,

is being adapted to new technologies in educational settings. E-learning, a new concept, emerged

as a supplement to traditional classroom teaching. This learning concept enables students to learn

whenever and wherever they want, regardless of their physical circumstances or the technology

they use. To access learning resources, students only need an Internet connection.

9
Throughout history, educators have been called upon to combat censorship imposed by various

powers over the flow of information (Antonenko, Toy & Niederhauser, 2018). Censorship is

being used today in the form of licenses that lock away the tools needed to build the information

age and laws that limit fair use in unprecedented ways in the modern era. Current advancements

in open source online learning environments are a response to commercial products such as

WebCT and Blackboard (Antonenko et al., 2018). Antonenko et al. (2018) further adds that one

such flaw is a lack of adaptability in designing and implementing customized learning modules.

Commercial products can only include elements that the software designers thought were

necessary when developing the program. Any learning module found on any open source

software website can be downloaded and used in an open source learning environment.

As a result of the weaknesses found in the earlier open source learning platforms, Modular

Object-Oriented Dynamic Learning Environment (MOODLE), which is a highly usable,

dependable, and functional alternative to popular commercial products such as WebCT and

Blackboard. MOODLE was designed to support and promote users interested in developing

constructivist, student-centered learning environments (Dougiamas, 2004). The idea of

MOODLE is to promote social discourse in learning through the synchronous and asynchronous

communication modules (Antonenko et al., 2018). However, when compared to traditional

teaching methods, e-learning, including MOODLE has several advantages, including lower study

costs, responsive enhancement, and individual and immediate teaching materials (Jaya &

Mortini, 2023). As a result, web-based or online learning is considered to be the trend.

In addition, teaching in an E-Learning environment can help the teacher to improve his ability to

teach, learn, and most importantly, bridge the gap between the two main components of the

10
classroom, the teacher and the learner (Kotzer & Elran, 2012). E-learning provides stdents with

dynamic, interactive, nonlinear access to a wide range of information (text, graphics, and

animation), as well as self-directed learning in online communication environments (e-mail and

forums). Although several studies have determined how MOODLE can improve learning of

students without vision challenges, it is not clearly understood in what ways the application of

MOODLE can improve the lives of students that need special education. In other words, research

gaps still exist on the application of Moodle and its effects on the learning of visually impaired

students at the university level, especially in the Namibian context.

2.2. The application of MOODLE in inclusive education

Education is a systematic and deliberate process that equips the students with knowledge,

attainment of skills, values and attitudes which enables them to participate effectively in all

spheres of life (Ferguson, Iliško, Roofe & Hill, 2018). However, just like any other systems that

support humanity, over years, education has developed a number of programmes in order to meet

the needs for students with special needs. One of the major programs that have been introduced

in schools and universities is the inclusive education.

Even though the concept of inclusive education is newly adopted by most parts of the world

(Francisco, Hartman & Wang, 2020), which originated the phenomenon of respect for an

inherent dignity of all human beings (Tyagi, 2016), it is one of the most important programs that

support humanity. Inclusive education was designed as an approach in which students with

special educational needs spend most or all of their time with non-disabled students (Tyagi,

2016). The basis of inclusive education is that it is the responsibility of an educator to ensure that

the needs of all students are met.

11
Education is valued because it contributes to national development through the provision of

human resource that helps to stimulate productivity and eliminate poverty, disease and ignorance

(Mugambi, 2017). Education is understood as a tool that can be used to reduce poverty, to

improve the lives of individuals and groups, and to transform societies (Grubb & Lazerson,

2004).

In every community there are people with special needs due to their physical, emotional or

mental disabilities. However, it is very important to note that despite the disabilities human right

has a final authority. For this reason, human right is the fundamental goal for inclusive education

program. Furthermore, inclusive education has a philosophy for attaining equity, justice and

quality education (Hankebo, 2018). Additionally, inclusive education operates on the philosophy

that it is the child’s right to participate and school’s responsibility to accept the child irrespective

of their disabilities (Hankebo, 2018).

As it was mention earlier, the concept of special educational need was introduced in the

beginning of the 21st century (Mapunda, Omollo & Bali, 2017). The main idea behind the

introduction of this term at that time was to move away from the use of older terminologies such

as ‘handicapped children’ to find a generic description that would more suitably embrace the

increasingly diverse group of children with problems in learning (Liu & Pásztor, 2022).

2.2. Theoretical Framework

This study adopted the Bio-ecological theory of Bronfenbrenner (1979). This theory maintains

that the child’s learning, emotional development, exploration of his/her own world, ability to

understand it and identify their place as well as effect changes in it are determined by the

12
interactions and engagements with the given environment over a period of time.

Bronfenbrenner’s theory views the environment as a series of nested structures, each contained

within the next. These structures include the micro-system, meso-system, exo-system, macro-

system and chrono-system.

The micro-system entails family, the school and the peer group which a student interacts with on

a daily basis. The meso-system involves all aspects that nurture or influence the interactions,

whereas exo-system has to do with the situation beyond a student’s control but can influence the

student’s interaction, and macro-system involves dominant social structures such as cultural

values and beliefs. Obstacles to participation in any of the environmental systems will

undoubtedly influence negatively the developing individual (Donald, Lazarus & Lolwana, 2012).

The description of each of the systems are analysed in details below.

Micro-system: The micro-system is described as the child’s immediate environment. For most

students, this is the home where the child lives (Haihambo 2011). Structures in the micro-system

include the family, school and the peer group. These are the structures with which students with

visual impairment interact in face-to-face situations on a daily basis and may have a direct input

on students with visual impairment development. These structures directly affect the student,

and, in turn, may be affected by the student.

The Meso-system: The meso-system is a set of micro-systems connected with one another. This

comprises the interrelations of two or more settings in which the developing child actively

involved. It is at this level where interaction between the peer group, school and family systems

take place. What happens in one micro-system such as home can influence how students with

13
visual impairment will respond in another micro-system (e.g. school), how the students relate to

typical others in the classroom setting may affect relationships outside the class.

Exo-system: Exo-system consists of settings that do not involve the developing child as an

active participant, but in which events that affects, or is affected, by what is happening in the

setting where the developing child is contained. In this system, the environment is further from

the child and has an impact on the child's development.

Macro-system: This level encloses the micro-system, meso-system, and exo-system.The macro-

system is defined as "consistencies in the form and content of lower-order systems that exist at

the level of the subculture or the culture as a whole, along with any belief system or ideology

underlying such as the consistencies setting (Brofenbrenner, 1979). Moreover, according to

Bronfenbrenner’s theory, change at the level of the macro system, including the values, laws,

customs, and resources affects all other levels and have an impact on learners’ well-being.

The chrono-system: This system includes the dimension of time as it relates to a child’s

environments. Elements within this system can be internal, such as the physiological or

psychological changes that occur with the aging of a child. As students get older, they may react

differently to environmental changes and would be more able to determine how the changes will

influence them (Ryan, 2001). This theory help me to understand that students with visual

impairment are living also in a complex system of relationships affected by multiple levels of the

surrounding environment, from immediate family and school settings to broad cultural values,

laws, and customs. Therefore, understanding of their experiences with the environment their

living can help to improve their standards of living.

14
2.3 The barriers of using Moodle to students with visually impairments

Accessibility is a critical criterion for making online learning accessible to students of all

abilities. Over the years, web accessibility specifications have been studied and related

guidelines have been developed (Ondin, 2015). It is difficult to claim that these guidelines solve

all accessibility problems in all web contexts for all disability groups, but they do provide a

general framework that allows people with disabilities to access the web. The same can be said

regarding the application of the popular tool MOOLDLE when it comes to students with visual

impairment.

The majority of people with visual impairment use assistive technology to access websites and

surf on Moodle (Calvo, Iglesias, & Moreno, 2012). Calvo et al. (2012) further elaborates that this

is because there are different assistive technologies for each disability; each user selects the best

tool to assist her/him in accessing the system based on their disabilities. Users with low vision or

blindness, in particular, use screen readers, screen magnifying tools, or refreshable Braille

displays, among other things. Each of these tools has a unique set of capabilities. For example,

screen readers read text aloud; screen magnifying tools enlarge the information displayed on the

screen; and refreshable Braille displays convert web content to Braille.

According Haegele and Buckley, (2019), students with visual impairments often face difficulties

in accessing and in using e-learning tools and, depending on the type of impairment; the types of

obstacles encountered vary considerably. Such students, in principle, could highly benefit from

using Information and Communication Technology (ICT) or educational purposes but they

actually, despite the availability of a growing number of technology-enhanced and sophisticated

assistive devices, face a number of accessibility problems.

15
Several research studies have indicated that, while there has been a great improvement in

universal access to technology, persons with visual impairments especially persons with severe

visual impairments struggle as a result of poorly designed computer interfaces that continue to

lag behind in some web design features (Murray, Schultz & Cabrera, 2016; Leporini &

Amponsah & Bekele, 2022).

Ondin, (2015) further mention that most of the adaptive technologies used by persons with VI

only help them to navigate the Internet in a linear and serial pattern. Yet, web designs are

increasingly incorporating Java-based hypermedia and multimedia elements with various

sophisticated visual elements such as graphics, hyperlinks and pop-up windows which in return

exacerbated the person with visual impairment opportunity to benefit from using technological

learning tools.

2.4. Experiences of students with visual impairments with e-learning platforms

A study by Alper and Rahrinna (2018) indicate that while there has been a great improvement in

universal access to technology, VI students still struggle with poorly designed computer

interfaces that continue to lag behind in some web design features. Bocconi and Trentin, (2014)

assert that students with disabilities may, in fact, face relevant difficulties both in accessing and

in using eLearning tools. Moreover, depending on the type of impairment, the types of obstacles

encountered may vary considerably. Some of the most common problems faced by students with

acute vision impairment include inaccessibility of Websites and inaccessibility of learning

materials (Azizan, Alahoul, Alwi & Mohd Zarif, 2016). Twum, Mprah, Edusei, Ampratwum and

16
Gyamfi, (2018) affirm that students with visual impairment face challenges with regard to the

accessibility of e-learning tools and usability of assistive technology.

Gill (2017) observes that affordability of original software is one of the examples of problems to

be addressed for learners with visual impairment. Gill explains that JAWS does not read picture

or handwriting, among other features, and for that reason, any other screen reader cannot read

graphical content. This suggests that JAWS is still limited as far as VI students are concerned,

especially with the need to protect them from Covid-19. In a research carried out by Atta, (2019)

the main problems mentioned by students with visual impairment with regard to screen readers

were that it was difficult to interpret graphics (including photographs, drawings and image maps)

unless text descriptions were provided. The same scholars say that scanned printed materials,

videos, PowerPoint presentations and other visual materials (such as tables, graphs or figures)

also create access challenges for VI students.

In the case of writing and communication, using a pen and a piece of paper to work on

assignments can be arduous and time-consuming for students who cannot see properly, and

impractical for those who are totally blind (Ramos & Andrade, 2020). This implies that VI

students require more time to complete tasks as compared to their counterparts. Ramos and

Andrade, (2020) postulate that e-learning materials are not frequently designed to integrate with

the range of assistive technologies used. This may result in students with visual impairment

receiving incomplete or inaccurate translations, or, at worst, no accessibility at all.

Similarly, Mchombu and Tjilale (2016) in their study on access to information and services by

students with disabilities at the University of Namibia revealed that access to information such as

17
the Portal at UNAM pose a challenge to students with visual impairments in terms of accessing

their class notes from the portal as there is no software which can read to them. The study further

revealed that during the COVID 19 State of Emergency which limited students’ access to

Campuses, there was an outcry from students with visual impairments regarding their

frustrations in accessing and navigating Moodle.

2.5 Possible ways to improve the application of MOODLE in mainstream/special education

Mugambi, (2017) proposed a solution based on the notion that multimedia content should be

presented differently to students with disabilities. To allow someone with a visual impairment to

understand the contents of a multimedia, the content should be presented in a different way for

example with voice notes and or sounds impressions.

Once again, we have to acknowledge that we cannot discuss the application of e-learning and its

effects on visually impaired students yet leave inclusive education. Hence, all attempts to

improve e-learning to accommodate students with visual disabilities should be aligned with the

policy of inclusive education.

Several studies (Donnelly, 2014; Ngonyani, 2010; Macaroglu et al., 2009; Yamani, 2014)

conducted on inclusive education have identified some weaknesses and consequently made

recommendations on how to overcome such challenges faced by VI students when using the

MOODLE. Hence, we can frame the solutions to the challenges experienced by visually

impaired students according to some of these recommendations.

One of the best ways to improve application of MOODLE in inclusive education is by updating

curriculum according to the needs of inclusive education. Donnelly (2014) and Ngonyani (2010)
18
suggested that there is a need to recognize that legislation, funding, curriculum, assessment and

accountability should be considered holistically if they are to support a move towards more

inclusive practice in which teacher education plays a key role. According to Lan and Chiu

(2011), it is suggested that a group of teachers form a course team and collaborate to create and

maintain this learning platform. This unquestionably provides diverse learning materials and

improves students' learning achievement as well as motivation. This approach should also take

into account the application of MOODLE in special education.

Teaching and learning is easier and faster where there are sufficient teaching aids. There is a

need for use of MOODLE in schools. These include educational materials - the tools that enrich

the learning process and make the learning concrete (Macaroglu et al., 2009). Therefore, in order

to improve the use of MOODLE by students with VI, schools should be equipped with teaching

aids for learners with diverse needs as confirmed by (Yamani, 2014).

Training educators for the new roles and tasks in society, including the use of Information,

Communication and Technology (ICT) in teaching and learning and in developing their own

professional competences, is a priority within the EU and national policies (Buchberger et al.,

2000, p. 30) as cited in (Starcic, 2010). In the same view, it could be best if we had studies that

highlight how ICT could be improved in such ways that it accommodates students with visual

difficulties so they will be able to access university information systems.

Another significant factor that can bring about a significant improvement in the changing of

attitudes is the principle of “normalization” – the right of people with disabilities to learning and

living environments as close to normal as possible – developed by Bank-Mikkelson (1969) and

19
Nirje (1970) as cited in (Konza, 2008). This in agreement with the integral goal and definition of

inclusive education - that all learners, irrespective of their special needs or disabilities should be

accepted in schools and provided with equal education.

2.6 Summary and conclusion of the Chapter

The chapter discussed the theoretical framework that informed the study. It further discussed the

literature that was reviewed for this study. It focused on the barriers of using MOODLE by

students with visual impairments, student’s experiences and it concluded with on the review of

possible ways to improve the use of MOODLE to students with visual impairments. The next

chapter (Chapter Three) presents the methodology of the study.

CHAPTER THREE: METHODOLOGY

3.1 Introduction

This chapter outlines the methods and logistical issues that were used to carry out the research.

Included are descriptions of the research design, population, sampling techniques and research
20
instruments. Furthermore, the chapter provides a clear description of the research methodology

applied during the process of data gathering and analyzing of the data. In addition, the chapter

describes ethical considerations which were taken into account when conducting the study.

3.2. Research Approach

The study was based on a qualitative research approach. Gay and Mills (2011, p. 12) stated that

“qualitative methods are used in research that is designed to provide an in-depth description of a

specific programme or setting.” Qualitative research uses a naturalistic approach that seeks to

understand phenomena in context-specific settings such as "real world setting where the

researcher does not attempt to manipulate the phenomenon of interest" (Patton, 2001, p. 39). In

addition, the qualitative approach allows the researcher to make knowledge claims based

primarily on a constructivist perspective, multiple meanings of individual experiences as the

researcher interacts with those they study (Creswell, White, Dumoulin, Arulkumaran, Sengupta

& Bharath, 2018). This approach was therefore selected as it allowed the researcher to interact

with selected students, lecturers and administrative support personnel of the University of

Namibia to explore barriers of using modular object-oriented dynamic learning environment

(MOODLE) to students with visual impairments at the university of Namibia. Qualitative

research approach offered better insight to participants’ experiences and or opinions as it is

concerned with how the social world in interpreted, understood, experienced, or produced.

Qualitative research employs methods which are flexible and sensitive to the social context

(Creswell et al., 2018). Frost, (2021) indicates that qualitative research is a research approach

that brings the researcher closer to the social interaction and reality. The researcher is expected to

become part of the environment she interacts with. This is exactly what happened in the current

21
study as the researcher was more interested on how humans interact with themselves and their

setting and how inhabitants of these settings make sense of what is or are happening in their

surroundings through symbols, rituals, social roles and so forth. In accordance with the opinion

of Camic, (2021), qualitative studies leave open the possibility of chance to ask different

questions and to give directions that the observation may lead the researcher. The qualitative

research is therefore more open and responsive to its subjects (Lamont, 2021). Qualitative

research is based on the assumption of naturalistic phenomenological philosophy which assumes

that individuals construct multiple realities and define their situation differently (Camic, 2021).

The current study focused on phenomena that occur in natural settings, that is, in the” real world”

of the participants in terms of using modular object-oriented dynamic learning environment

(MOODLE). For instance, the study seeks to investigate the understanding and experience of the

students with visual impairments and the meanings they attach to e-learning platform

(MOODLE) used at the University of Namibia. The main goal was to effectively obtain specific

information about the values, opinions, behaviours and social contexts of certain particular

population group of students with visual impairment with regards to the use of MOODLE as a

learning tool. Therefore, the qualitative approach was then suitable in the sense that qualitative

researchers are more interested in understanding the meaning people have constructed, that is,

how they make sense of their world and the experiences they have in the world (Lamont, 2021).

This typical experience the subjects have could not be gathered by using questionnaires that

gather data in numbers or figures. Therefore, an interview and non-participant observation,

qualitative data collection methods, were used to gain the understanding of participants’ first-

hand experiences for a general description of the phenomenon as seen through the eyes of the

participants (Creswell et al., 2018). Thus, the researcher of this study employed qualitative
22
approach because of its ability to provide complex textual descriptions of how people experience

a given research issues or problem. In this case, students who participated in the study were

given opportunities to discuss their interpretations of the use of MOOLDE as a learning tool and

express how they regard the e-learning platform and other aspects of the learning from their

points of view. This approach enables the researcher to understand the participants’ experiences

and actions as they are mainly influenced by the settings in which they find themselves.

3.3 Research design

The study adopted a qualitative research design known as phenomenological research design.

Phenomenological research design refers to a qualitative approach which allows for a rich in-

depth exploration of a phenomena (Frost, 2021). The phenomenological research design allowed

for the use of multiple and conversational data collection techniques enabling probing and

resulted to rich and detailed data on the phenomena under study (Creswell et al ., 2018). As

such, an understanding of challenges as perceived by participants in using Moodle was sought.

The phenomenological research design stresses the individual’s subjective experiences and seeks

to understand the individual’s perceptions and meanings alluded from experience of a

phenomenon under study (Creswell et al., 2018). Hence, a phenomenological research design

was deemed appropriate for this study since the researcher intended to obtain data regarding

lived experiences of students with visual impairments when using Moodle. The design involved

the use of interviews, and non-participant observation which provided an opportunity for the

researcher to interact with participants in their natural settings (Frost, 2021). It enabled the

researcher to dig deep into the accounts of different participants as well as enabled the researcher

23
to explore, understand and describe the experiences and barriers of using Moodle/e-learning

platform at the institution of Higher learning.

3.4. Population

Frost (2021) describes population as a group of elements or units that the research problem is

focused on, from which the sample is selected. Babbie and Mouton (2001) define population as

an identifiable group of individuals, usually people, about whom conclusions can be drawn.

Creswell (2014) also describes the population as a group of people who are the focus of a

research study and to which the results would apply or as a group of individuals that have one or

more characteristics in common that are of interest to the researcher. The target population for

this study are undergraduate students with visual impairments studying at the University of

Namibia, employees from the e-Learning department, and lecturers who teach students with

visual impairments via Moodle/online platforms at the University of Namibia’s main campus. It

was, therefore, thought that the participants selected were well placed to give required

information on the use of MOODLE as a learning too. Moreover, students being the primary

beneficiaries of MOODLE e-learning tools were also in the best position to provide relevant

information on the use of this learning tool. Lecturers being the implementers of MOODLE at

the university, they were the best to know all the challenges facing the use of such tool.

3.5 Sample and Sampling procedure

Sampling refers to the research process of selecting the sample from a population in ordered to

obtain information regarding a phenomenon in a way that represents the population of interest

(Lamont, 2021). In research, the sample size is a group of individuals, items or events that

represents the characteristic of the larger groups from which the sample was drawn (Camic,
24
2021). The researcher used a purposive sampling technique to select the participants for this

study. This sampling helped the researcher to select a sample that has rich information on the

barriers using Moodle to students with visual impairments at the University of Namibia. The

sample of this study comprised six students with visual impairments, three employees (i.e., one

interview with the deputy director or e-learning, one with the student support officer, and one

with the system administer) from the e-learning department and four lecturers who teach students

with visual impairments. Purposive sampling, according to Creswell et al (2014), is based on the

premise that the researcher wants to discern, understand and gain insight on a phenomenon under

investigation; therefore, must select a sample from which the most can be learned and obtained

participants with unique expertise. The main reason behind purposive sampling is to select

information-rich participants who have firsthand experience in the field under investigation. This

sampling enables the researcher to obtain in-depth and rich information for the study.

3.6 Data collection methods

3.6.1 Interview

This study used semi-structured interviews. According Bertram and Christiansen (2014), the

semi-structured interview is a qualitative data collection strategy in which the researcher asks

participants a series of predetermined, but open-ended questions.  The majority of the questions

are created during the interview, allowing both the interviewer and the person being interviewed

the flexibility to go into details when needed. Thus, semi-structured interviews deemed to be

effective in that they are more flexible and allow the interviewees to provide more information

(De Vos, Strydom, Fouche & Delport, 2011). The principal aim of the semi-structured interview

guide is to get the participant’s subjective response to a known situation from his or her

25
experience (Detko, 2015). The semi-structure interview allowed the researcher to gain better

insights into the use of Moodle by students with visual impairments at the University of

Namibia. The semi-structure interviews further allowed for capturing individuals’ personal

opinions rather than public opinions or those expected by beliefs (Creswell et al., 2018). An

interview is a research tool which is used for gathering information by asking participants

questions about their views, experiences, their meanings and their life worlds, their challenges

their solutions and all pertinent issues relevant to the study (Creswell et al., 2018). Bertram and

Christiansen, (2014) defined interview as a situation in which one person elicits information

from another. Interviews that yield data of participants’ lived experiences and world views would

give rich phenomenological data compared to survey questionnaires. The qualitative interview is

a commonly used data collection method in qualitative research (Creswell et al., 2018). People

are interviewed to elicit information that cannot be observed. For instance, feelings, thoughts, the

way people organise their worlds and the meaning they attach to events cannot be observed. The

interview process seemed to be ideal for collecting information from students with visual

impairment. It allowed the researcher to direct the participants when they were giving

information that is irrelevant. In this study, the researcher tried to capture lived experiences,

deeply held beliefs or feelings, or world views as expressed in the language of the participants.

Moreover, the researcher believed that the participants could give their experiences best when

asked to do so in their own worlds, in an individual’s reflective interview and in observing the

context in which these experiences have been played out. Thus, interviewing was viewed as

appropriate method of inquiry in this study because of its ability to explore people’s experiences

of the students with visual impairment in using Moodle, and the meanings attached to those

experiences. Furthermore, as for this study, individual semi-structured interview is the most
26
appropriate way to get the data in order to obtain students’ meanings of using e-learning platform

Moodle, as such feelings and experiences need to be explored and understood.

3.6.2 Non-participant observation

Data for this study was collected through a non-participant observation method. The non-

participant observation implies that the researcher collects data by observing behaviour or

activity without actively interacting with the participants (Bertram & Christiansen, 2014). The

non-participant observation will help the researcher obtain first-hand data and report on the

phenomena under study. In other words, through non- participant observation, the researcher saw

things that students and lecturers might not talk about in the interviews. Thus, the researcher opts

for non-participant observation since it helped to observe how students with visual impairments

use Moodle platform to learn and complete their academic activities.

3.4 Research instruments

The study used an interview guide and structured observation schedule to collect data. This

allowed the researcher to gather the experiences of students with visual impairments as well as

the barriers they face when interacting with e-learning platforms. The interview guide entails

questions regarding the support lecturers and e-learning staff members offered to students with

visual impairments and to ensure that none of the important question is left unanswered. The

researcher also used the structured observation schedule to tick off the appropriate statements in

the observation schedule during classroom observation. For example, statements such as how

students with visual impairments interact with online plat forms and the support they get from

the lecturers and e-learning staff members to improve the use of Moodle.

27
3.5 Data collection procedures

The researcher applied for ethical clearance from the University of Namibia. To obtain access to

participants, permission will be obtained from the University of Namibia. The interviews were

contacted through face- to -face, firstly to students with visual impairments, secondly the lectures

and thirdly to the staff members from the e-learning department. The interviews will be

contacted during the indicated free time of the participants so that there are no interruptions

either with the classes or work of the students, employees and lectures to be interviewed. The

non-participant observations was carried out during school hours to observe interactions between

learners with hearing impairments and how they are using e-learning platforms.

3.6 Data analysis

Data collected through semi-structured interviews and non- participant observations was

analyzed by using a qualitative phenomenological data analysis technique. The researcher

listened to the interview recordings, transcribe and categorize the responses of all the

interviewees. Thereafter, the data was coded; patterns and themes will be identified according to

themes that emerged from the data.

3.7. Ethical Considerations

The purpose of ethics is that people should know how to conduct themselves properly and that

researchers have a moral responsibility to protect their participants (De Vos et al., 2012). Camic

(2021) asserted that consent should be voluntary and informed. This requires that participants

receive a full, non-ethical and clear explanation of the tasks expected of them. The researcher has

obtained Ethical Clearance from the University of Namibia Ethical Clearance Committee to

28
carry out this study. The permission letter to conduct this research is attached as an appendix.

The following ethical procedures were made:

3.7.1. Informed consent process

Participant information sheet was given, which according to Frost (2021: 149) is “a brief

description of the purpose and procedure of the research, including the expected duration of the

study, risks to be encountered and guarantee of anonymity and confidentiality which was signed

by the researcher; participants were informed that, all their responses are accepted and no

answers was regarded as false; the consent was contacted verbally, and participants were asked

to sign it if they are all competent to sign due to their nature of disabilities/impairments and the

researcher provides the final research report to the participants.

3.7.2. Voluntary participation

The researcher made it clear to the participants that the study was voluntary, and if they wish to

withdraw from it at any time, they have the right to do so (Camic, 2021); the researcher did not

force the participants to sign the consent forms; participants were given the information sheet

stating the procedures as well as the possible risks; the participants were have to read through the

information sheet before the initial interview so that they can decide whether to take part in the

study or not; the information sheet has been written in a simple English language that was easy

to understand; and finally, participants were allowed to ask questions regarding the research

before or after the interview.

3.7.3. Confidentiality

Participants were informed that their privacy is to be respected at all times during the data

interview and that everything they share will be treated as confidential from the onset till the end

of the research (Neuman, 2014); The researcher ensured that participants’ names will not be
29
revealed. The data collected is kept in a password protected computer and so that it is not easily

accessible by other people; and finally, apart from the researcher and the participants, there will

be no third person in the venues were the interviews will take place.

3.7.4. Minimizing harm

The participants were assured that no intentional harm on them before the initial recordings take

place. Interviews were contacted in a safe environment (University’s premises).

3.7.5. Credibility

Credibility refers to the degree to which a study's findings represent the meaning conveyed by

the research participants (Bertram & Christiansen, 2014). To ensure and strengthen the

credibility of this study, the researcher has transcribed the data collected from this study and

developed the themes. The audio recordings along with their transcripts will be submitted for

review of trustworthiness.

3.7.5. Confirmability

For the record keeping, the data collected will be kept in a password protected computer so that it

is not easily accessible by other people. Whereas the hard copy documents will be kept in a

locked cabinet that is only accessible by the researcher.

3.7.6. Dependability

According to Lamont, (2021: 278), “an enquiry must provide its audience with evidence that if it

is to be repeated with the same or similar respondents (subjects) in the same (or similar) context,

its findings would be similar.” This entails keeping complete records of all phases of the research

process including field notes, informed consent forms, participant information sheet, as well as

interview audios and transcripts. All the aforementioned documents will be stored for record

30
purpose and proof that the interviews take place. Finally, the overall data to be collected from

this research will be stored in hard drive which will be protected with a password. Data will be

stored and disposed after five years.

CHAPTER 4: PRESENTATION, INTERPRETATION AND DISCUSSION OF THE

RESULTS

4.1 Introduction

In this chapter, the researcher presents research data gathered as outlined in the methodology

chapter to address the three objectives namely:

 To identify the barriers of using Moodle to students with visual impairments;

 To explore the experiences of students with visual impairments with the Moodle e-

learning platform;

 To recommend the best strategies that the University of Namibia can use in ensuring full

inclusion of students with visual impairments in the use of e-learning platforms.

Data was collected through two different methods of data collection namely: interviews and
observations. The results collected through the interviews was presented first, followed by the
results collected by means of observations.

31
4.2 Demographic Data

Participants were requested to provide their demographic information on this part. For the

students with visual impairments, the request was limited to their gender, ages, programme or the

course they have enrolled and the mode of study (weather they were full times, part-time or

distance). They were also requested to give information on the degree of their visual acuity. For

the Lectures and employees, highest qualifications were asked and the number of they have

worked in the positions as an addition to the demographic data.

4.2.1 Gender

Research participants were requested to indicate their gender by ticking male or female on the

Interview questionnaire guide administered to them.

Table 4.1: Gender statistics

Gender Number Percentage %

Male 5 38%
Female 8 62%
Total 13 100%

The table above shows that 62% of respondents were female whereas 38% were Male. The

above results clearly show that more females responded positively to the questionnaire than

males. On the other hand, that could probably means that female enrolment is more at the

University of Namibia compared to males.

4.2.3. Age

Respondents were asked to indicate their age in categories ranging from 15 years to over 66
years old and the responses are shown in Figure 4.1 below.

32
 Age range of respondents
1%
5% 10%
15-20
21-30
25% 31-40
41-50
51-65
66 and Above

59%

Figure 4.1: The age categories of the respondents

Figure 4.1 shows that 59% of the responded were between the ages of 21 and 30 which comprise

of students, followed by respondents between the ages of 31 - 40 with 25% which comprises a

mixture of student and the employees. The third age categories of respondents were between 15-

20 with 10% ,the forth age categories of respondent where between 45-50 with 5% and the last

ages of respondents were between 51-65 with 1% , there was not responded between age group

of 66 and above.

4.3 Themes and Sub-theme

The main themes of the study were extracted from the research objectives of the study and in

addition to that sub-themes emerged from the main themes and this has been summarized as

bellow in table 4.1.

33
Table 4.2: Themes and sub-themes

Main theme Sub-theme

Theme 1: The benefits of using Moodle to Sub-theme 1.1: Access to learning
students with visual impairments materials online
Sub-theme 1.2: Learners learn at their own
pace
Sub-theme 1.3: Reduce fear of talking in
the classroom
Sub-theme 1.4: Access to open learning
Theme 2: The experiences of students with Sub-theme 2.1: Difficulty meeting
visual impairments with the Moodle e- individual learning styles
learning platform Sub-theme 2.2: Difficulty with clarification
and explanation of concepts
Sub-theme 2.3: Lack of braille version for
online instruction
Sub-theme 2.4: Lack of access to virtual
platforms
Sub-theme 2.5: Unavailability of learning
resources to access materials online
Theme 3: Strategies to ensure full inclusion Sub-theme 3.1: Social support
of students with visual impairments in the
use of e-learning platforms. Sub-theme 3.2: Financial support

34
 Sub-theme 3.3: Parental involvement

Sub-theme 3.4: Improvement in lesson

content presentation on TV and Radio
Sub-theme 3.5: Offering them rightful
gadgets

4.4. Interpretation and description of findings

The finding of the study was divided into three themes and on each theme sub-theme emerged.

The sub-themes were discussed as follows:

4.4.1. Theme 1: The benefits of using Moodle to students with visual impairments

A total of four sub-themes emerged from this main theme and these were Sub-theme 1.1: Access

to learning materials online, Sub-theme 1.2: Learners learn at their own pace, Sub-theme 1.3:

Reduce fear of talking in the classroom and Sub-theme 1.4: Access to open learning. The

researcher present, interpret and discuss them as follows:

a. Sub-theme 1.1: Access to learning materials online

On access to learning materials as a benefit of virtual learning, these were some comments made

by respondents:

“Before we start the online lessons, sometimes the tutors put the lecture notes online that

is through our MOODLE and this help us to make advance preparation before lesson

start. Even though some of us cannot see so I call some of my friends to read the

headings for me. Getting friends to read to us at times is difficult as we stay apart during

such instructions unlike the time of face-to-face” (Participant A).

Another student teacher with visual impairment stated this way:

35
 “Apart from our tutors putting the lecture notes in our MOODLE platforms, some tutors

also added sample exams and quizzes questions which was not done in the traditional

classrooms and this is an important aspect of using the virtual learning, though it has its

own challenges” (Participant B).

It was evident from the results that tutors upload learning materials in the form of videos, lecture

notes, PowerPoint and quiz questions for use by students with visual impairment. However, it is

difficult for students with visual impairment to access these materials by relying on peers.

b. Sub-theme 1.2: Learners learn at their own pace

This was what two of the respondent said about learning at their own pace:

“When the lecturers upload a video on the MOODLE I download it and save to listen it

at the time I want be it morning, afternoon, evening and dawn. More so, there are times

that I am assisted to access the platform after lessons for information. I for instance, I

normally listen to audios sent to us by the lectures in the night and this gave me the

opportunity to be able to understand the concepts as compare to the traditional

classroom where every student is supposed to be in class at the same time and start the

lesson together” (Participant E).

Another respondent said this:

“Virtual learning helps a lot because, the records send by the lecture he me to learn the

time that I want. One will also not be forced to go for lectures even if you are not willing

to go as in the case of the traditional classroom situation, because in the traditional

classroom situation, can be penalized for not going for lectures” (Participant K).

36
Virtual learning support students with visual impairment learn at their own pace at any place

they find. This confirm assertions of Mugambi, (2017) that, the use of MOODLE allows self-

pacing where each student study at his or her own pace whether slow or quick. It therefore

increases satisfaction and decreases stress.

c. Sub-theme 1.3: Reduce fear of talking in the classroom

The study also revealed the virtual learning reduce fear of talking in the classroom because,

students are not gathered in one classroom. One of the respondent had this to say:

“Sometimes when you are answering or asking question, some students laugh at you but

this system has help to reduced it. I could remember that sometime ago a student was

about answer question and in the course of speaking he made a grammatical error and

most of the students laughed him, since then he never spoke in the class again”

(Participant J).

Another respondent recounted:

“Some students shout at you when you are speaking and you make a mistake or even if

they think you are delaying, they hoot and make noise but the usage of virtual learning in

this semester has reduced it. Especially when it is a last period and left with few minutes

for the lecture to end if you don’t understand anything and you try to seek for

clarification, other students will make noise in other to register their disagreement”

(Participant H).

Findings from the study revealed that, mostly students with visual impairment have fear of being

mocked or decline responding to questions during face-to-face interactions. However, virtual

37
learning provides them the courage to respond to questions. This concurs Tyagi, (2016) who

espouse that e-Learning makes available extra prospects for interactivity between students and

teachers during content delivery.

d. Sub-theme 1.4: Access to open learning

On open access to learning, respondents made these comments:

“Materials provided by lecturers in the course of virtual learning are not enough so this

had put pressure on us to search elsewhere for more information rather than solely

depending on what the lecturer have provided and doing that equipped us to make our

own research concerning some topics” (Participant G).

Another respondent said this:

“Previously lecturers do provide us with hand out but due to the virtual learning we were

not provided this entreat us to search for information from other sources” (Participant

D).

Virtual learning provides student teachers open access to learning where they are not confine to a

particular lecture notes but to explore to top up what has been provided by tutors. They also learn

from any place at any time.

4.4.2. Theme 2: The experiences of students with visual impairments with the Moodle e-

learning platform

The researcher assessed the experiences of students with visual impairments with the Moodle e-

learning platform and the following sub-theme emerged thus interpreted and discussed.

38
 a. Sub-theme 2.1: Difficulty meeting individual learning styles

This is what one of the respondent said:

“Every individual has the way he/she learn but the MOODLE learning does not cater for

all these needs making it difficult for some of us to understand what has been taught.

This is because some concepts especially the sciences need one on one interaction for

better understanding which the virtual lacks” (Participant A).

Another student said this:

“The MOODLE platform in our situation is one way, making it less interested or

interactive as compare to traditional classroom. For the traditional classroom learning,

lectures and students sometimes clack jokes in the classroom but MOODLE doesn’t

because sometimes students respond or contribute in the discussion by text” (Participant

I).

The use of MOODLE inhibits the learning styles of students. In the face-to-face classroom,

lecturers adapt instructions and materials to meet the learning styles of each student. However, in

MOODLE platform student learning styles and needs are not met as expected. This corroborates

Francisco, Hartman and Wang, (2020) that the web designers tend to address only accessibility

issues, and ignore the equally important usability dimension of e-learning tools of the visually

impaired.

b. Sub-theme 2.2: Difficulty with clarification and explanation of concepts

The student raised concern that MOODLE platform is less effective in terms of explanation,

clarification of concepts. These were some of comments of participants:

39
 “In the traditional classroom setting, lecturers make a lot of explanations and

clarifications to concepts that students find it easy to understand but with the MOODLE

platform few explanation and clarifications are done because sometimes the audio

record and video are too short” (Participant C).

Another respondent remarked:

“The lecturers sometimes used text messages on the MOODLE for the lectures and or

assessment but some of us cannot see, these methods affect us a lot. When you want to

find out something from the friends, they sometimes raised concern that they themselves

did not understand some of the concepts because the lecturer was using further

explanations” (Participant H).

It was clear from the results that visually impaired students have difficulty understanding

concepts. Mostly clarifications and explanations of concepts is a challenge to the visually

impaired students. This means students get clearer explanations form face-to-face interactions

than via the MOODLE. This finding was supported by Craven and Brophy (2013) who indicated

that, while there has been a great improvement in universal access to technology, persons with

visual impairments especially persons with severe visual impairments struggle as a result of

poorly designed computer interfaces that continue to lag behind in some web design features.

c. Sub-theme 2.3: Lack of braille version for online instruction

All the respondents raised concern with lack of braille version on online instruction as one of the

challenges. This was what one said:

40
 “We students with visual impairment depend solely on the use of braille in reading and

writing but all materials put on the MOODLE platforms were not braille to compensate

those of us who have difficulty learning virtually or consolidate what has been taught.

This is one of our great challenge l for instance raised concern about it but I was told

this was the beginning and something will be done about it as we progress but nothing

was done” (Participant A).

Other respondents stated these:

“Everything that we do in terms of learning and writing of our exams and quizzes depend

on the braille but the MOODLE platform does not make room for that making our

learning difficult” (Participant B).

“In the normal classroom learning, our reading materials were brailed for us but the

MOODLE platform does not provide that, we solely depend on the audio means of

learning and this makes the learning one way, boring and sometimes difficult to

understand” (Participant H).

Students with visual impairment rely on braille version of instructions and expect to be given

such to complement what has been taught online. The braille version is to augment challenges

students have in accessing MOODLE platform This was supported by Buckley (2014 ), who

indicated that students with visual impairments often face difficulties in accessing and in using e-

learning tools and, depending on the type of impairment; the types of obstacles encountered vary

considerably. However, students are not provided with such materials to aid their studies.

d. Sub-theme 2.4: Lack of access to MOODLE platforms

41
The majority of the students claimed that:

“The interfaces of the MOODLE learning platform sometimes are in accessible to us the

visually impaired. We find it difficult to navigate the platforms making us not to fully

benefit from the instructions” (All participants).

The MOODLE platform mostly not accessible to visually impaired due to some of the interfaces

on the web pages. This agrees with Craven and Brophy (2016), Gerber (2017) and Leporini and

Paterno (2018) that much transformation in universal access to technology has been made.

However, students with visual impairment still struggle with poorly designed computer

interfaces that continue to lag behind in some web design features. American Foundation for the

Blind (2018) indicated that features of online educational tools pose significant problems for

those using assistive technology such as screen reading or screen magnification software.

e. Sub-theme 2.5: Unavailability of learning resources to access materials online

In response to availability of resources in support of MOODLE learning, participants had this to

say:

“Most of us don’t have computers to access the platforms neither have android phones

that could support our learning. Sometimes our phones develop fault which affect our

access to the MOODLE learning platforms” (Participant L).

Resources which could help student to access the MOODLE learning platform are inadequate

and some non-functional. This concurs Sarker, Mahmud, Islam, and Islam (2019) that inadequate

ICT infrastructure is a challenge capable of hindering e-learning implementation success.

f. Poor internet access

42
Respondents raised concern with poor internet access as on one of the challenges of virtual

learning. These were some of their comments:

“I sometimes had problem with the internet, this sometimes occur for sometimes thirty or

sixty minutes before you will be able to connect it. I frequently experience these

challenge during the online quiz” (Participant B).

“This is one of the challenges I experience during the MOODLE learning. This really

affected me because sometimes when the lecturers were teaching, I find it difficult to hear

due to internet problem. Some times when student asked questions and the lecturer is

answering, we find it difficult to hear due internet problem” (Participant M).

Again, one of the challenges visually impaired students raised is poor internet access. Poor

internet access hinders student access to MOODLE learning platforms. This is in agreement with

Henaku (2020), study that students experience internet connectivity problems, financial difficulty

due to the high cost of internet bundle in the use of MOODLE platforms for teaching and

learning.

g. Limited access to peer support

These were some comments of the respondents:

“During face-to-face instructions, our friends in the same classroom gave support by

explaining concepts to us which make our learning easy as compare to the MOODLE

learning where every student is at his/her home. On campus, we formed groups and meet

regularly for our assignments and discussion which make learning easy because it is in

43
 the group discussion that you can asked question and get the needed answer” (Participant

J).

“Peer support is very important in every academic endeavor but we students with visual

impairment lost that opportunity during the MOODLE learning plartform” (Participant

A).

Peer support has been paramount to the visually impaired. However, during MOODLE studies

where students stay apart, it is difficult for students with visual impairment to access the support

of their sighted peers which affect their use of virtual learning platforms. Visually-impaired

students on the other hand were separated from their sighted peers who serve as note takers, and

provide other support services (Global Voices, 2020).

4.4.3. Theme 3: Strategies to ensure full inclusion of students with visual impairments in

the use of MOODLE platforms.

a. Sub-theme 3.1: Social support

Through the process of analysing the themes that emerged from this research study, participant

of the study indicated that they need social support from well-wisher like donor community and

government to support them with ICT gadgets specifically designed for students with visual

impairment. They indicated that if IPad that have speech reader if they can be donated to these

students can be of help to them. Other indicated to access to free internet, braille paper, supply of

books in braille and in large print and provision on writing flame and stylus to use at home can

be provided.

44
Participant’s wish is for Donors to come on board to give them computer or smart phones that

can be used at home by students with visual impairment. To buy more learning aids which they

can be using at home to enhance accessibility and usage of virtual learning. In support of this

view, one male parent-respondent stated that

“We need provision of internet services to learners with visual impairment and with ITC

gadgets instilled with speech readers or JAWS” (Participant K).

This finding is also in line with IFS (2020), who indicated that there is need for a donor who can

empower the individuals with visual impairments in terms of providing computers and smart

phones for students with visual impairment to use for online learning at home. In support, the

deputy director or e-learning proposed the need for donor who can provide these children with

computer, iPad or phones with speech reader and free internet as some of us we can afford them.

Also books in braille and in large print of those with low vision.

Also need a Perkins braille since using a writing flame becomes tedious, writing is also

important we also need braille paper. Although the moment the support is not yet made

available. Hence, the need for support is very inevitable. This finding is consistent with those of

Chopra et al (2019) who asserts that there should be successful collaboration between the

learning institutions and different stakeholders sharing of responsibilities to foster education

excellence for the students with visual impairment.

b. Sub-theme 3.2: Financial support

Technology investments are not one-time expenses. Once a vision for the use of technology is in

place, circuit superintendents and university leaders should examine existing budgets to identify

45
areas in which spending can be reduced or eliminated to pay for learning technologies. They also

should consider all possibilities for creative funding of these programs. Leaders should consider

technology an ongoing, line-item expense from the very beginning of planning technology

implementation. Another theme that emerged from the findings was the need of financial

support.

The findings showed that most students and their families cannot afford the needed resources for

MOODLE learning on their own, they need help from cooperate world if they had to buy the

needed ICT facilities for students with visual impairment. Some of the views given by the

participants included the following as indicated in transcribed verbatim. Some parents are not

working, what they were just asking for people who can help them with money to buy what is

required for children with visual impairment to be learning online. Contributing to the same

subject; one student during focus interview had this to say need money for buying of computer or

smart phone to use, with support of buying of bundles. Also, one with the student support officer

commented that what these student with visual impairment don’t have money, to use toward

buying even a smart phone to use to access MOODLE learning.

The findings agreed with Green (2020) who suggested that government should take some of their

education budget and send money directly to students to help with the switch to online learning.

In bridging the virtual gap for the visually impaired there is the need to provide assistive

technologies such as audio-video tape, CD-ROM and making computer and web interfaces more

accessible (Amaniampong and Nyavor, 2021). From the researcher’s point of view, students

need much support from well-wishers or donors who can in supply them with ICT and assistive

46
technology for students with visual impairment which they can be using in the home

environment.

c. Sub-theme 3.3: Parental involvement

Further, another vital theme that emerged during the interview was parental involvement. It was

cited to play a huge role during this period in the education of student’s school success. It’s

extremely valuable to lecturers to communicate with parents about university requirements so

that parents can help and ensure their children have the equipment, setup, and technological

skills they will need to succeed. Working with parents and talking to them often can help them

feel successful as they help their learner navigate the challenges they face at the university.

It was observed that it a highly time lecturers and parents for these students with visual

impairment need to work together because some of the things (ICT and assistive technology)

needed for children with visual impairment to be using when learning online parents don’t know

them, so the lecturer will orient them on what they should have or buy for their students to

continue learning successfully. The findings were agreeable with Mahyoob (2020), who said the

promotion of local partnerships by each community is also very important. The concept and

praxis of networking, sharing experiences and knowledge is fundamental for continual updating

in the field of virtual learning and assistive technology.

This concurs Wagner et al. (2008) who espouse that e-Learning makes available extra prospects

for interactivity between students and lecturers during content delivery. When a follow up

question was asked if lecturers visit these students to strength the collaboration and making sure

47
the students are doing the work being sent by the lecturer. Student confirmed that some lecturers

opt to visit, and have time with students to see what they have been doing with work they send.

d. Sub-theme 3.4: Improvement in lesson content presentation on TV and Radio

Another theme that was cited is argent need on improve on lesson content presentation being

aired on NBC. There is a lot of irregularities to how lesson are presented to make students with

visual impairment understand. From the findings there is need to sensitize the importance of

virtual or online learning (Alturise, 2020). The government to sensitize, deploy lecturers with

visual impairment who can teach via online on TV stations and radios and the rest those things

that are accessible even in deep rural areas because when you talk of a radio, a radio can be

accessible as far as typical remote area. So, when the government has got that, they introduce

programs that can also suit these students with visual impairment then we shall appreciate and

this country will go far in making education accessible to students with visual impairment.

In addition, findings indicated that government should make these things such as the radios, TVs,

phones accessible to each and every individual by the virtual of doing that maybe removing taxes

so that those students from poor background can afford to buy them to assist learners with visual

impairment. Also, there is need improve on content of lesson by lecturers who lecture on TV. In

that part it would be appreciated and would show that we are moving in the right direction for

our students with visual impairment.

The results of this study are in line with Bates (2016), who revealed that the value of educational

broadcasts through television and radio also goes beyond the needs of students alone. In some

48
countries, these programmes are conceived to provide intergenerational learning, including in

local languages.

e. Sub-theme 3.5: Offer them rightful gadgets

The theme that emerged from the findings is having rightful gadgets. That is having a computer

or smart phone which user-friendly. Participants of this study noted that having assistive

technology like smart phone, TV, computer they help a lot since the students does not need to

move to a far place to access ICT gadgets. A student would learn while at home by using the

type of ICT facility someone has.

Contributing to the same subject another participant said the positive experience of accessing

MOODLE learning platform at home is that the student will not miss out on learning. The

student will be able to access education within the comfort of the home environment by using an

appropriate gadget. This reduces the time spent on going to and from the university. One of the

student during interviews said it was helpful since he was able to learn at home has the father

even bought a computer for him to be using.

Technology is critical in implementing and adopting MOODLE learning. In support of these

findings, Romney and Celeste (2015) said all technological factors should be taken into

consideration during the implementation process. For example, if the home environment has the

necessary hardware and software for adopting MOODLE learning system; but the home

environment lacks the technical skills that are necessary to use those hardware and software, the

result might be failure.

49
4.5. Conclusion

This chapter discussed the findings of the study and revealed some participants were familiar

with computer and some smart phone gadgets which has to be installed with screen reader called

JAWS which provides text-to-speech and braille output. Computers or smart phone enables to

access the internet and their MOODLE learning which had screen readers, or uses a screen

magnifier on it at home. While others need radios and TVs so that they can benefit and listen to

those lesson provided on those platforms by the ministry of general education. Also, it was found

that accessibility of virtual learning in a home environment depend on internet connection and

having rightful gadgets which are user-friendly to individual with visual impairment. The study

found that students with visual impairment had no ICT facilities of their own, faced issues to do

with internet speed, online access due to poor network, high cost of data; high cost of ICT

facilities. The study showed that they need support from well-wisher like donor community and

government to support them with ICT gadgets specifically designed for students with visual

impairment and encouraged the utilizing a variety of technology options. There is need for a

donor who can empower the parents to students with visual impairments in terms of providing

computers and smart phones with internet connectivity for their students with visual impairment

to use for online learning at both home and at university. The next chapter provide a conclusion

and recommendation of the study.

50
 CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION

5.0. Introduction

This chapter summarised the whole research sections thus from chapter one to the last chapter. It

also summarised the research finding and draw a conclusion from the findings with respective

recommendations. The study aim was to explore the barriers experienced by students with visual

impairment in the use of Moodle at UNAM Main Campus. The study was narrowed to seek for

the benefits of using Moodle to students with visual impairments, the experiences of students

with visual impairments with the Moodle e-learning platform and recommend the best strategies

that the University of Namibia can use in ensuring full inclusion of students with visual

impairments in the use of e-learning platforms.

5.1. Summary of the study

This study took the following format as it presents the different ideas regarding an exploration on

barriers of using Modular Object-Oriented Dynamic Learning Environment (MOODLE) to

students with visual impairments at the University of Namibia. Each chapter has both an

introduction to explain the structure and sequence of its sections and subsection, and the brief

conclusion which draws together the main points that have been discussed.

Chapter 1: Introduction- This is the first chapter of the study which presents overview of the

background information of the study. In addition, the chapter presents the research questions,

purpose, and statement of the problem. The chapter presents further the limitation and

delimitation of the study and significance of the study just before the operational definition of

terms that were used throughout the study as well as conclusion of the chapter.

51
Chapter 2: Literature Review- This chapter contains a comprehensive review of the relevant

literature and sources that were consulted. It also presented the theoretical framework of the

study and ended with conclusion to the chapter. Under this chapter, the review was drawn from a

number of concepts, constructs and work from the previous researches mainly related to the

origin of MOODLE and its application in education, the barriers of using Moodle to students

with visually impairments and possible ways to improve the application of MOODLE in

mainstream/special education.

Chapter 3: Research Methodology- This chapter entails detailed delineations of the

methodology, study design, research approach, sampling and sampling procedures, data

collection and data analysis. It also presented ethical considerations as well as conclusion of the

chapter. The research instruments and ethical considerations formed constitution of this chapter.

Chapter 4: Presentation, analysis and interpretation of findings- This chapter contains the

findings of the study in line with the research objectives. It also interpreted the meaning of these

findings from the research questions that were answered by critical interpretation of the results

obtained during research exploration.

Chapter 5: Summary, Conclusions and Recommendations- This chapter presents the

summary of the study, summary of findings and conclusion of the research. Recommendations

were made to the University of Namibia that can be used in ensuring full inclusion of students

with visual impairments in the use of e-learning platform. The possible areas of future related

research were also discussed.

52
5.2. Summary of study findings

The study was centred on three main themes that were sub-divided into various emerging

themes. The findings in this regards are as summarised below:

5.2.1. The benefits of using Moodle to students with visual impairments

The study disclosed that the effective use of MOODLE to students with visual impairments can

ensure improved access to learning materials online. This was found very crucial as student

testifies that through the use of MOODLE they can access various study materials easily.

The study also disclosed that the effective use of the MOODLE also allows students to learn at

their own pace. Students with visual impairments have some hardships to study in traditional

classes with the same pace like students without the visual impairment and therefore having

records of various form disposable on the MOODLE help them to access and listen to them even

after hours. Students can replay the videos, audios and or any voice notes uploaded on the

MOODLE.

The study also revealed that the effective use of the MOODLE helps to boost self-esteem among

students with visual impairment. It was explained that the se of the MOODLE help students with

visual impairment to participate at their comfort of their homes than being teased by other

students when they try to ask questions or participate in normal classrooms.

Last but not least, the study revealed that if the MOODLE is successfully used it allows student

with visual impairment of practice open learning. This was referred as access to various sources

or study material within the platform in more simplified form as compared to the traditional

brick and motor where students only get hand-outs from the respective lecturers. With the advent

53
of the MOODLE students can access various study material at any given time that the traditional

way where they will be forced to attend classes for them to get lecturers.

5.2.2. The experiences of students with visual impairments with the Moodle e-learning

platform

The findings disclosed that the MOODLE fails to meet students with visual impairment’s

individual needs as it provide study material in general. It was established that the MOODLE

utilises one way communication style where students are just forced to get information as it is

without instant feedback. The students with visual impairment also complained that their

experiences with the MOODLE is not user friendly since in some context they need one on one

discussions with the lecturers but the MOODLE is failing to cater for such services.

The study findings established that students with impairment also experience some hardships

when it comes to well clarified study material to their disposal. The students complained that the

study material thus audio notes and or video clips uploaded on the MOODLE are usually too

short or too much summarised which compromises their level of clarity. The students with visual

impairment indicated that in traditional classes they can ask for further clarity or detailed

explanation but with the MOODLE platform they are just left without understanding anything.

Additionally, it was explored in the findings that the MOODLE platform under review lack

braille version for online instruction and whenever students with visual impairment ask for this

additional service they are no answers provided to them. In this regards, the students with visual

impairment indicated that they are experiencing hardship in the use of the MOODLE as they

depend solely on the use of braille in reading and writing but all materials put on the MOODLE

54
platform are not braille to compensate those who have difficulty learning virtually or consolidate

what has been taught.

The study established that students with visual impairment sometimes face challenges on

accessing the MOODLE platforms. It was indicated further that the interfaces of the MOODLE

learning platform sometimes are in accessible to students with visually impaired. This made it

difficult to navigate the platforms making them not to fully benefit from the instructions. Some

of the platform for example with quiz can be in form of text and this left out the students with

visual impairment.

Apart from the aforementioned experiences being faced by the students with visual impairment,

it was also disclosed that most of these students do not have devices to access the MOODLE.

The study determined that the students under review sorely rely on university computer and this

give them more challenge as they need to always travel to the campus to access the online

services offered through the MOODLE.

Furthermore, it was established in the findings that students with visual impairment face great

challenges when it comes to access the MOODLE due to limited internet. Few who afford

personal computers and or smart phone also indicated that they do afford the data to connect to

online services provided by the MOODLE. This experience left them with hardships to access

the shared study material on time.

In a nut shell, the students with visual impairment devoted that the MOODLE influence limited

access to peer support in their study time. It was explained that when they visit the campus for

studies they used to get some explanation of some concepts from their fellow students and or

55
helped to interpret some concepts but now all these graces are compromised by the utilisation of

the MOODLE which sometimes do not allow them to visit the brick and motor university

campus.

5.2.3. The strategies that the University of Namibia can use in ensuring full inclusion of

students with visual impairments in the use of e-learning platform

The study suggested various strategies that can be utilised to improve the use of e-learning

platform by the students under review. It was suggested that they is great a need social support

from well-wisher like donor community and or government to support them with ICT gadgets

specifically designed for students with visual impairment. The study established that students

with visual impairment need smart devices with speech reader that should be in the form of

donations. In this regards, it was concluded that access to free internet, braille paper, supply of

books in braille and in large print and provision on writing flame and stylus to use at home

should be also be provided inform of donations under social support to the students with visual

impairment.

Secondly, it was proposed that they is great need for financial support since the majority of the

students with visual impairment need ICT gadgets and ICT gadgets are capital intensive. It was

further suggested that government should take some of their education budget and send money

directly to students to help with the switch to online learning service of the MOODLE. In

bridging the virtual gap for the visually impaired there is the need to provide assistive

technologies such as audio-video tape, CD-ROM and making computer and web interfaces more

accessible and this all need funds to acquire them.

56
Thirdly, the study proposed that the university under review should integrate parents for the

students with visual impairments to collaborate on improving the uptake of the MOODLE. It was

found that it is extremely valuable for lecturers to communicate with parents about university

requirements so that parents can help and ensure their children have the equipment, setup, and

technological skills they will need to succeed. Working with parents and talking to them often

can help them feel successful as they help their learner navigate the challenges they face at the

university.

Fourth; it was also suggested that there is need to establish lesson with content presentation on

our local TV and Radio stations to cater for the students with visual impairment to freely access

classes. The government need to sensitize, deploy lecturers with visual impairment skills who

can teach via online on TV stations and radios and the rest those things that are accessible even

in deep rural areas because when you talk of a radio, a radio can be accessible as far as typical

remote area. So, when the government has got that, they introduce programs that can also suit

these students with visual impairment then we shall appreciate and this country will go far in

making education accessible to students with visual impairment.

Lastly, it was proposed that students with visual impairment need to be assisted with rightful

gadgets. Having assistive technology like smart phone, TV, computer they help a lot since the

students does not need to move to a far place to access ICT gadgets. A student would learn while

at home by using the type of ICT facility someone has. This can be done either through social

support, government funds, involvement of parents and or the university itself.

57
5.3. Conclusion

The study focus on barriers of using Modular Object-Oriented Dynamic Learning Environment

(MOODLE) to students with visual impairments at the University of Namibia. The study

concluded that, students have access to learning materials online, students learn at their own

pace, virtual learning reduce fear of talking in the classroom and provide access to open learning.

These were some of the benefits of Modular Object-Oriented Dynamic Learning Environment to

students with virtual impairment. Notwithstanding, the study also revealed that student with

visual impairment experience some challenges in the use of the MOODLE platform. These

include, virtual platform not catering for individual learning styles, students have problem with

clarifications and explanations of concepts, lack of braille version of online instructions,

inadequate resources or facilities to access online instructions and poor internet access. These

may affect the performance of student since the quizzes and assignment are done online. It may

also implicate lecturers for inappropriately using the MOODLE platform in teaching. The study

suggested for social support, financial support, parental involvement, introduction of content

lectures on TV and Radio and offer them rightful gadgets. Individuals with visually impaired are

our equal fellow citizens. They want equal learning opportunities but with the right to avail them

differently. It is the responsibility of all stake holders to ensure that their unique learning needs

are addressed through enhancement of their functioning skills, in particular, during online

teaching-learning process in higher education.

5.4. Recommendations to the findings

Following recommendations were made in order to ensure an enabling learning environment for

visually-impaired learners with least hurdles and challenges:

58
 Regarding students with visual impairment, proper education and training of on-learning

culture is very important. Therefore, training programs may be offered to them based on

their needs and requirements;

 Lecturers need support to incorporate technology effectively into their lecturing practices

and methods to help students overcome some of the difficulties that are associated with

this MOODLE for students with visual impairment in a home environment;

 Universities may ensure institutional support for students with visual impairment in terms

of provision of IT gadgets, related facilities, motivation and training;

 Teachers may consider the diverse learning needs of students with visual impairments

while designing online learning material by making it accessible;

 Students with visual impairments may use self-advocacy skills in order to convey their

needs and limitations so that their issues may be resolved timely;

 Major provisions like technical assistance, accessible format and extra time may be

ensured while planning on-line assessments for students with visual impairments.

Alternative modes of assessment may be adopted preferably;

 Relative limitations of visually impaired may be considered during on-line classes

including lectures, discussions, presentations to mention a few. Lecturers may ensure

their active participation based upon their strengths and preferred style of learning;

 Teaching staff and sighted peers may be encouraged to play their role for the creation of

supportive learning environment;

 Learning material may be made available in various accessible formats like Braille,

enlarged print, digital books, audio recording to mention a few.

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5.5. Recommendations to further studies

In the course of this study, a variety of additional questions arose that could be the impetus for

future investigations. Below are suggested research ideas the researcher feels would be of value

to investigate:

 Research should be undertaken to understand the lecturers’ views and experiences

towards MOODLE lecturing of students with visual impairment in a home environment

during school closure;

 In relation to this study, it is suggested that the study should be replicated on a national

scale, and that it should include a large sample of respondents focus on other disabilities

like hearing impairment, intellectual disability, autism, and the deaf blind to have a

national picture and elevate the generalisability of findings;

 Furthermore, there is a need for research on the critical success factors for mobile

learning, due to the widespread use of mobile devices in accessing virtual learning

resources.

60
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LIST OF APPENDIX

Appendix A: Research instruments

67