There are limited literature and insight about how disability-inclusive research communities of practice are formed and coordinated and the dynamics within these communities of practice. To address this knowledge gap, this paper presents preliminary findings of a study to examine some of the challenges in fostering collaborative learning faced by members of the Partnership for Inclusive Research and Learning (PIRL) Project. The survey results highlight challenges to collaborative learning and participation in knowledge co-construction that impacted research processes for all team members regardless of their geographic location. The challenges experienced by members included (1) access to devices (e.g., phones, computers), (2) individual access to the internet, and (3) technology infrastructure issues (e.g., broadband infrastructure, power outages). Inside these challenges are findings related to financial issues, living with disabilities, and digital literacy. Recommendations are provided on navigating these barriers to establish successful collaborations for learning in disability-inclusive research communities of practice.
Challenges to Technology-Enhanced Collaborative Learning in a Disability-Inclusive Research Partnership: The Case of the PIRL Project
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