Wellbeing Perception in Inclusive Experiences of Blended Learning

Abstract

This study analyses the level of well-being
of the deaf and non-deaf students that participate
in a blended learning experience.
This study finds its relevance in the lack
of scientific literature regarding inclusive
education in virtual environments.
The exploratory study shows a set of partial
data of an ad hoc survey, validated in
previous experiences. The results relate
the students’ expectations and the perception
of well-being along the development
of the experience, in an inclusive context.
The findings indicate that there is a widespread
high level of well-being which has
been inferred from the analysis of evidence
related to affective assistance and the
personalization of technological and didactic
strategies, resources and dynamics.
The indicators analysed highlight accessibility,
the increase of creative and collaborative
participation, the face-to-face and
virtual well-being and the avoidance of
anxiety, frustration and reluctance.