An Exploration of the Definition of 'Beliefs' in the context of the LEXDIS Project

General definitions of beliefs:

A belief is a statement or argument that a person holds as true or valid.
A belief can be held to be true or valid irrespective of whether or not there is proof of the truth or validity of the statement.
Beliefs can be positive or negative.
Beliefs are understood as falling within a psychosocial domain (as opposed to a cognitive/intellectual one).
Beliefs may exist implicitly and therefore be difficult for a person to articulate and identify (McConnell and Zhao, 2006).
Beliefs may be core (those which we actively think about) or dispositional (we may ascribe to them when asked, but have never previously thought about them).

Beliefs in the context of Assistive Technology and E-learning

In e-learning and assistive technology literature, the concept of 'belief' is not explicitly defined.
In terms of e-learning and assistive technology beliefs refer to beliefs about the benefits (or not) of using e-learning and assistive technology as well beliefs about the skills or effort required to use them.
The terms beliefs and perceptions are often used interchangeably in e-learning research. (Abbitt and Klett, 2007)
Beliefs about e-learning and assistive technology are often referred to in conjunction with attitudes and values. Attitudes have a more emotional, affective element and refer to a feeling or position we take with regard to a thing or a person. (Dictionary.com definition). Attitudes can be made up of an individual's beliefs, values and dispositions . (WordNet) The values a person holds are highly influenced by the society in which they live and constitute the ideals, customs, institutions and norms which they hold in high regard.(Dictionary.com definition)
In e-learning and assistive technology research self-efficacy (a belief in ones' ability or capacity to do something) is a common focus (e.g. belief in ones ability to successfully use AT or e-learning). (Bica et al, 2005)(Baylor A., Shen E. & Warren D.,2004)
AT and related beliefs may derive from faith-based beliefs and practice. (Scherer and Cushman (2002) The contribution of AT to user quality of life and subjective well-being. Archives of Physical Medicine and Rehabilitation Volume 83, Issue 12, Supplement 1, December 2002)
In AT and e-learning research there is an interest in 'beliefs' because it is assumed that they can be used as a predictive device to predict behaviour e.g. use, acceptance, adoption of AT or e-learning. The seminal AT research in this area is that of Marcia Scherer and her work on the Assistive Technology Device Predisposition Assessment. Here successful use of AT is argued to be dependent on a users' belief that there will be a resultant benefit from use. (Roelands et al, 2002; McLoughlin and Luca,2005)

Beliefs in the context of LEXDIS

For LEXDIS the significance of focusing on beliefs is that if our disabled learners are effective e-learners, it may not be completely explained by their level of skill or confidence. It may be in part due to their beliefs about their ability to be an effective e-learner or technology user as well as their beliefs about the relative benefits to using e-learning.
Given that beliefs are often implicit and rarely explicitly verbalised we would recognise belief related statements made by LEXDIS participants if they refer in anyway to the benefits (or not) that using assistive technologies and e-learning has for them or if they refer to their ability (or not) to use these technologies.
These statements may be offered as statements of fact by the participants, rather than something to be questioned or disproved by us or them. It does not matter if these statements are true or not, what matters is the extent to which participants' experience of e-learning appears to be influenced by the beliefs contained within them.

Jane Seale