Impact of Shift from Face-to-Face to Online Learning on Dyslexic Learners

This traditional minor thesis explores the impact of a shift from face-to-face to online learning on dyslexic learners. It identifies the key features of best-practices digital learning and best practices approaches to working with dyslexic learners in F2F contexts.

HOW ARE DYSLEXIC LEARNERS IMPACTED BY THE SHIFT
FROM FACE-TO-FACE TO ONLINE LEARNING? WHAT IS
KNOWN ABOUT THIS, AND WHAT CAN BE DONE?
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Contents
CHAPTER 1: INTRODUCTION, RESEARCH AIMS ABD RESEARCH QUESTIONS...........3
1.1 Overview of the topic............................................................................................................3
1.2 Motivation for the study........................................................................................................3
1.3 Significance of the research...................................................................................................3
1.4 Research questions.................................................................................................................3
1.5 Research aim and objectives..................................................................................................4
1.6 Rationale of the research.......................................................................................................4
1.7 Structure of the body of the minor thesis...............................................................................5
REFERENCES................................................................................................................................6
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CHAPTER 1: INTRODUCTION, RESEARCH AIMS, AND RESEARCH
QUESTIONS
1.1 Overview of the topic
Dyslexia is a learning difficulty that directly impacts the skills included in fluent, proper,
and accurate spelling and reading. It is known as a language-based learning challenge or
disability. Learning difficulties have no relation to an individual's intelligence but are formed by
differences in the brain processes of data and information. In simpler words, people face issues
in their reading capability (Mant, Martin, and Hari, 2021). Conclusion: There are many methods
used to help individuals suffering from the challenge of dyslexia. They are listening to audio as
an alternative to book reading, typing on gadgets instead of writing, usage of rulers for helping
kids so that they can read in a straight line, and many more.
1.2 Motivation for the study
The primary motivation for doing this research is to increase the understanding of dyslexic
learners. Dyslexia is a learning difficulty that affects individual skills involved within fluent and
accurate reading and spelling. Identifying the shift from face-to-face to online learning on
dyslexic learners is a significant motivation behind conducting this research. This research
highly motivated me by providing accurate information about the shift from face-to-face to
online learning and its impact on dyslexic learners.
1.3 Significance of the research
The current investigation is significant because it focuses on carrying out information
about dyslexic learners. This research shows the shift from face-to-face learning to online
learning on dyslexic learners (Petretto et al., 2021). It will highlight those people with dyslexia
gaining more accessible access to all educational materials in their comfort zone rather than
moving out from their source. This investigation has aimed at showing that online teaching has
taken the place of face-to-face instruction, which has also increased people's interest.
1.4 Research questions
Main question
Q1. How are dyslexic learners impacted by the shift from face-to-face to online learning? What
is known about this, and what can be done?
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Sub questions
 What are the key features identified in literature focused on best-practices digital
learning?
 What are the best practices approaches to working with dyslexic learners in F2F
contexts?
 What extent does the literature focus on best-practice digital learning take account of the
specific learning challenges experienced by learners with different forms of disability?
 What extent does the literature focus on best-practice digital learning take account of the
specific learning challenges experienced by dyslexic learners?
 What extent might the best practice approaches to working with dyslexic learners in the
F2F context be applied in online learning?
1.5 Research aim and objectives
Research aim:
The main aim of the current thesis is "To identify the impact of a shift from face-to-face to
online learning on dyslexic learners."
Research Objectives:
 To identify the key features identified in literature focused on best-practices digital
learning.
 To determine the best practices approaches to working with dyslexic learners in F2F
contexts.
 To what extent does the literature focus on best-practice digital learning take account of
the specific learning challenges experienced by learners with different forms of disability.
 To what extent does the literature focus on best-practice digital learning take account of
the specific learning challenges experienced by dyslexic learners.
 To what extent might the best practice approaches to working with dyslexic learners in
the F2F context be applied in online learning.
1.6 Rationale of the research
The primary rationale behind doing this research is to identify the impact of a shift from
face-to-face to online learning on dyslexic learners. It is the main reason behind appropriately
conducting this research. Various stakeholders will be benefited from the current study. These
stakeholders are researchers, students, and learners. This research is essential for students by
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enhancing their knowledge about the impact of a shift from face-to-face to online learning on
dyslexic learners (Shaw, Hennessy, and Anderson, 2021). For researchers, this research is
significant by improving their research skills: data collection, time management, etc. This
research is highly essential for learners by enhancing their learning capabilities.
1.7 Structure of the body of the minor thesis
It is an essential part of the thesis because it helps the reader identify each chapter's
significance in effectively completing the whole dissertation. Various branches play an
indispensable role in achieving each thesis activity significantly. These are;
 Chapter 1: Introduction: This chapter includes multiple information such as research
aim, objectives, research questions, rationale, an overview of the topic, etc. All these are
the preliminary information that helps the researcher complete the whole thesis
effectively.
 Chapter 2: Literature review: This chapter helps researchers gather secondary
information about the topic. There are various sources such as books, articles, publication
research, etc. All these sources will be used to collect secondary data regarding the
impact of a shift from face-to-face to online learning on dyslexic learners (Walters et al.,
2021).
 Chapter 3: Research methodology: This is an essential part of the thesis because it
facilitates the investigator in collecting accurate information regarding the topic. Various
methods will collect secondary details on the impact of face-to-face online learning on
dyslexic learners. These are the inductive approach, interpretivism philosophy, qualitative
secondary research, etc. All these are practical methodologies in gathering secondary
information about the existing topic.
 Chapter 4: Data analysis/findings and discussion: This chapter is significant in
evaluating gathered information about the topic. Qualitative secondary data will be
collected from sources of articles, books, etc. The researcher will apply thematic analysis
(Ziadat, 2021). It is an analytical tool that facilitates investigators in evaluating secondary
information within a minimum time.
 Chapter 5: Conclusion and recommendation: This chapter is important because it
includes accurate information about all chapters systematically and accurately. In the
conclusion section, all chapters' data will be included systematically. In
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recommendations, some appropriate suggestions will be given to improve the learner's
reading and learning skills.
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CHAPTER 2: LITERATURE REVIEW
2.1 Introduction to the literature review
A literature review is a process used by the researcher for gathering in-depth information
from available sources. These sources are peer-reviewed articles, journals, books, magazines,
publication research, and many others. These are significant sources that help a researcher gather
secondary information regarding the topic. The primary purpose of the literature review is it
helps in identifying the research gap. The gap within this research is the impact of a shift from
face-to-face to online learning on dyslexic learners. In previous studies, there was lots of data
available regarding dyslexic learners. Still, there was a lack of information about the impact of a
shift from face-to-face to online learning on dyslexic learners. It is the gap, and for addressing
this, some research questions are addressed below;
2.1 What are the key features identified in literature focused on best-practices digital learning?
Digital learning is any learning that uses technology. According to the national education
association (2020), digital learning is a learning method or technique based on original tools to
allow learners to learn in various ways, whether it be blended learning, face-to-face, and distance
learning, e.g., asynchronous or synchronous. There are various well-known examples of digital
learning, such as online games, mobile phones, multimedia, social media, etc. Digital learning is
more than just giving students a laptop. Such learning requires a combination of digital content,
technology, and instruction. Conclusion: There are best digital learning practices that help people
or students improve their learning. These practices are explained below;
 Take time to prepare: Allocate a minimum of one day to let educators familiarise
themselves with digital learning formats, troubleshoot issues, and test functionality. It is
an effective digital learning practice that helps increment the learning of the people or
students.
 Ensure digital equity and independent design learning: Equity is a vital difficulty in
organising digital learning. Designing independent learning is essential for students to
increment their digital knowledge. Families need to have proper internet access at home
because it helps their children's digital education.
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2.3 What are the best practices approaches to working with dyslexic learners in F2F contexts?
As per the viewpoint of Benmarrakchi, El Kafi and Elhore (2017), Dyslexic means a
language based learning disability among individuals due to which they face difficulty in
language skills specially while reading. The person who face dyslexic problem they face
difficulty in language skills such as writing, speaking and spelling. It is one of the lifelong
problem which makes very difficult for student to get succeed in their academics. The cause of
dyslexia is not clear but there is a difference in a way the brain of dyslexic person develops and
functions (Giannouli and Banou, 2020). The few signs of dyslexia are difficulty in acquiring and
using language such as writing and reading letters in wrong orders. There are several ways that
helps dyslexic students which includes listening to audio books as an alternative reading, typing
on computer of tablet instead of writing, use apps that can make learning fun by turning
decoding into game and create learning environment for learners (Zygouris and et, al., 2018).
Few others problems which are faced by dyslexia individuals are learning letters and their
sounds, reading, spelling, correctly doing math operations, memorizing number facts and
learning foreign language. There are various approaches to work with dyslexic learners in face to
face context they are as follows:
Use pictures: The people with dyslexic minds are highly visual, they can easily describe
something in words and add details. In order to make dyslexic people learn about something, it is
necessary to use pictures so that they can effectively learn and understand the things (Della
Ventura, 2019). Through using pictures, dyslexia learners can easily remember and also it helps
in making learning fun. The visuals pictures can be used in any language and it can be used with
children of all learning styles.
Be Flexible about the topics: It is also an approach to work with dyslexic learners, it is
essential to provide valid information about the topic so that a level of interest is generated
among them. Try to focus on discussing their favorite topic in order to generate interest among
them and make them write about the topic that fascinates them (Hamdan, Amorri and Hamdan,
2017). The individuals with dyslexic disability must given a freedom to choose their topic.
Use consistent vocabulary: It is another approach through which tutor can enhance the
vocabulary skills of dyslexic learners. Through using consistent vocabulary, the dyslexic learners
get an opportunity to optimize translations and also they can communicate in better aspects while
interacting with tutor digitally. Learning face to face helps in increasing the morale of students
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and also sometime they get irritated when educator identifies their errors on regularly basis
(Bønnerup and et. al., 2019).
Avoid obsessing with spelling and grammar corrections: It is important for the
instructor to avoid obsessing with spelling and grammar corrections. The people with dyslexia
problem have lower level of spelling and grammar knowledge as compare to normal people. If
tutor identify that student is making mistake in grammar and spelling, it is necessary to discuss
with them rather than pointing out and discouraging their morale. In regards to spelling mistake,
dyslexia people are generally criticized for not proofreading their work. Tutor must identify the
errors and discuss with them rather than making them feel embarrass.
Provide session recording: It is also an approach which can be used by instructor while
giving sessions to dyslexia learners. A recording lesson is one of the effective tools which can be
used by educator while providing lessons to dyslexic learners. While taking session digitally, it is
the responsibility of tutor to provide session recoding so that learners can avail knowledge and
understand the concept deeply and repeatedly (Abbott-Jones, 2019). If session recordings are
provided to dyslexia students they can listen to explanation as many times they required. They
can also make personalized notes and also they can pause the information while writing and not
missing teaching.
Allow Extra time: Allow extra time is another approach which can be used by educator
while making them learn about the concepts and facts. If they are able to give extra time to their
dyslexic learners it helps them to learn in better way and also they can clear their doubts and
complete task effectively. It also helps in building strong relations among dyslexic learners and
tutor due to which they can interact and learn something new (Khateri, Pourroostaei Ardakani
and Zaraii Zavaraki, 2021). The extra time also allows students to showcase their skills and
knowledge instead of being inhibited simply due to lack of time.
Do not allow students to use their dyslexia as an excuse: It is necessary for tutor to not
allow students to use their dyslexia as excuse for learning something. Educator must ensure that
dyslexia learners must be aware that although good things may be more challenging for them as
good results are possible for learners (Nijakowska, Tsagari and Spanoudis, 2018). It is important
for instructor to boost the morale and motivation level of dyslexia learners so that they do not use
their disability as an excuse. Through motivating learners, educator can increase their learning
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aspects and also helps in developing learning environment due to which they gain knowledge
and learn with interest.
Talk to dyslexia learners: Dyslexia is a problem which is presents itself in so many
different ways, so it is important for educator to interact and talk to dyslexia students. They must
focus on asking how they can provide support and develop personalized learning plan so that
dyslexia learners can learn effectively (Alghabban, Salama and Altalhi, 2017). Educator must
ensure that they must not force learning methods onto dyslexia students.
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Chapter 3: Methodology
Methodology introduces the process of gathering accurate and relevant data regarding the
topic. The primary purpose of methods in the dissertation is to assist the investigator in collecting
appropriate information about the subject (Snyder, 2019). Different methodologies help
investigators manage and evaluate data regarding the impact of a shift from face-to-face to online
learning on dyslexic learners. These methodologies are defined as below;
Research philosophy: This is a belief regarding understanding the opinion and view of
respondents about the topic. Two types of research philosophy named are positivism and
interpretivism. These are effective, but interpretivism is a selected research philosophy within a
current investigation because it facilitates investigators in collecting and evaluating secondary
qualitative data within less period. There are various reasons behind using interpretivism
philosophy, such as providing data theoretically, not taking maximum time and cost, helping get
good outcomes, and many others (Kumar, 2018). These are the main benefits of using
interpretivism philosophy in the present study. On the other hand, positivism is another type of
philosophy that is ineffective in the current investigation because it requires lots of time and does
not get good outcomes. Thus, within this research, interpretivism is a chosen philosophy for
collecting and evaluating secondary qualitative data about the impact of a shift from face-to-face
to online learning on dyslexic learners.
Research approach: The research approach evaluates gathered data from a practical
research approach. There are mainly two types of research approaches that are inductive and
deductive. Two methods are effective, but within this investigation, the inductive approach is
used by the investigator because it assists them in evaluating qualitative information efficiently
(Pandey and Pandey, 2021). There are various reasons behind selecting inductive approaches,
such as assessing theoretical data, not taking maximum time, getting reliable results, etc. On the
other hand, the deductive method is not helpful within the current investigation because it takes a
lot of time and does not assist in evaluating qualitative information.
Research strategy: This is gathering information through a suitable research strategy. There
are various research strategies such as action research, survey, case study, and many others. All
these are main strategies, but the case study is selected (Babii, 2020). There are various reasons
for choosing a case study strategy, such as providing theoretical information, helping in
collecting academic data from more significant resources, not requiring lots of time, facilitating
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in getting valid results, etc. These are the main reasons for selecting a case study within a current
investigation.
Research choice: There are various types of research choices named are the mono method,
mixed-method and multi-mixed method. All these are the main choices that help gather data
regarding any topic. A mono method helps collect only a single type of qualitative or quantitative
data. In mixed and multi-mixed, researchers become able to gather both types of data effectively.
Therefore, the researcher selects qualitative under the mono method (Ledford and Gast, 2018).
There are various advantages of using qualitative research, such as providing theoretical
information, not requiring maximum time, helping to attain valid results, and many more.
Quantitative research is not practical within the present investigation because it requires various
resources that are time, cost, and communication.
Data collection: This is the process of collecting information through the two methods are
primary and secondary. Both forms of data collection are helpful, but the secondary method of
data collection is used within this research. This data is collected from various secondary
sources: books, articles, publication research, magazines, and others (Haydon, Browne, and van
der Riet, 2018). Therefore, secondary data collection methods are used to attain the research aim
and objectives with this research successfully.
Time horizon: Time is an essential and essential part of the research because it helps
investigators complete each dissertation activity within a decided time. There are two approaches
to the time horizon as cross-sectional and longitudinal. Cross-sectional is a selected approach
within this research because it is based on the actual situation and facilitates the completion of an
entire dissertation in a decided period. There are various benefits of using a cross-sectional
method, such as not taking maximum time, which helps complete quantitative research
effectively (Basias and Pollalis, 2018). On the other hand, longitudinal is another approach that
is not effective because it takes a longer time in research completion.
Research design: This is the process of collecting, evaluating, and using data regarding any
topic or research topic. Three main types of research designs are exploratory, experimental, and
descriptive. All these are effective, but exploratory is a selected research design because it assists
in collecting, analysing, and using theoretical information within less period (Hoon and Singh,
2019). On the other hand, descriptive and experimental designs are different designs that do not
help the researcher gather secondary information in a minimum period.
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