Zeitschriftenartikel: „Accessibility of learning“

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Bonenberg, Agata, und Barbara Linowiecka. „ACCESSIBILITY OF SPACES FOR LEARNING – LEARNING ABOUT ACCESSIBILITY“. Space&FORM 2023, Nr. 55 (29.09.2023): 431–46. http://dx.doi.org/10.21005/pif.2023.55.f-01.

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The purpose of the presented research is to identify problems with the orientation and accessibility of the fragment of the "Warta" Campus at Poznan University of Technology and the building of the Faculty of Architecture and the Faculty of Management Engineering (WAWIZ). The new, almost zero-energy building designed by Prof. Sławomir Rosolski meets ecological and pro-environmental requirements to the highest degree and combines them with the perfection of the building's architectural form. The scope of the ergonomic research conducted concerns access to the Warta Campus from the nearest public transportation stop, the route to the WAWIZ building running through the campus, and the first floor of the building. The scope of the research and accompanying workshops also had an awareness-raising (socio-educational) character, ending with a discussion, and were preceded by design classes, where methods were discussed. The results of the accessibility study allowed the identification of the four most significant measures to eliminate existing limitations. The research focused on architectural accessibility only.

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Alphin, Henry C. „E-Learning Accessibility Model“. International Journal of Online Pedagogy and Course Design 3, Nr. 3 (Juli 2013): 18–42. http://dx.doi.org/10.4018/ijopcd.2013070102.

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Using data from 22 in-depth interviews with e-learning accessibility researchers, disability specialists, instructional designers, higher education administrators, and disabled current and former higher education students, a strategic model of e-learning accessibility for disabled college students is developed. Collaboration, including interviews with experts and students, provided an underlying fabric in this study and highlights the need for interdepartmental and interdisciplinary support and communication when developing an accessibility culture. In understanding the opinions, perceived needs, and outright demands of experts and students on the topic of e-learning accessibility, a grounded theory approach resulted in a spectrum of views that was instrumental in developing a framework of which nascent e-learning programs could utilize as a new foundation and established e-learning programs could implement as an inherent aspect of the institution’s culture. Recommendations—including developing e-learning accessibility as part of the culture of the institution, with a focus on collaboration, program evaluation and outcomes assessment—are presented.

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Badge, Joanne L., Emma Dawson, Alan J. Cann und Jon Scott. „Assessing the accessibility of online learning“. Innovations in Education and Teaching International 45, Nr. 2 (Mai 2008): 103–13. http://dx.doi.org/10.1080/14703290801948959.

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Arnold, Emma, und Sue Harrison. „TechDis: e-Learning, Accessibility and Inclusion“. Discourse: Learning and Teaching in Philosophical and Religious Studies 6, Nr. 1 (2006): 71–82. http://dx.doi.org/10.5840/discourse2006619.

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Dwi Fithriyaningrum, Sri Suning Kusumawardani und Sunu Wibirama. „Accessibility Analysis of Learning Management System Websites“. IJID (International Journal on Informatics for Development) 11, Nr. 1 (25.09.2022): 162–71. http://dx.doi.org/10.14421/ijid.2022.3485.

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In the digital era, Learning Management System is widely used to spread information in higher education, particularly at the university level. There are, however, issues with the Learning Management System's accessibility for users with disabilities. This research aims to investigate the accessibility issues of learning management websites of 30 universities in Indonesia. The top 30 universities in Indonesia according to Webometrics 2022 are the basis for this study. Accessibility issues will be identified and examined using the Wave evaluation tool which is in accordance with the Web Content Accessibility Guidelines 2.1 used by ISO 40500. Web Content Accessibility Guideline 2.1 has principles that any web should follow: Perceivable, Operable, Understandable, and Robust. Based on the research findings, The low contrast ratio between text and background, the absence of text explanations in the images, the lack of descriptive text on the links, the absence of text labels on the form, and the absence of text description on the button were the most frequently encountered accessibility issues.

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Darmadi, Herru, Yan Fi und Hady Pranoto. „Evaluasi Aksesibilitas Learning Object Berdasarkan Web Content Accessibility Guidelines 2.0“. Jurnal ULTIMATICS 9, Nr. 2 (22.12.2017): 67–71. http://dx.doi.org/10.31937/ti.v9i2.602.

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Learning Object (LO) is a representation of interactive content that are used to enrich e-learning activities. The goals of this case study were to evaluate accessibility and compatibility factors from learning objects that were produced by using BINUS E-learning Authoring Tool. Data were compiled by using experiment to 30 learning objects by using stratified random sampling from seven faculties in undergraduate program. Data were analyzed using accessibility and compatibility tests based on Web Content Accessibility Guidelines 2.0 Level A. Results of the analysis for accessibility and compatibility tests of Learning Objects was 90% better than average. The result shows that learning objects is fully compatible with major web browser. This paper also presents five accessibility problems found during the test and provide recommendation to overcome the related problems. It can be concluded that the learning objects that were produced using BINUS E-learning Authoring Tool have a high compatibility, with minor accessibility problems. Learning objects with a good accessibility and compatibility will be beneficial to all learner with or without disabilities during their learning process. Index Terms—accessibility, compatibility, HTML, learning object, WCAG2.0, web

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Boateng, John Kwame. „Accessibility Considerations for e Learning in Ghana“. Journal of Education and e-Learning Research 3, Nr. 4 (01.12.2016): 124–29. http://dx.doi.org/10.20448/journal.509/2016.3.4/509.4.124.129.

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Ren, Xinyue. „“Learning in the Dark” Simulation to Teach about Accessibility“. Journal of Technology-Integrated Lessons and Teaching 2, Nr. 1 (23.06.2023): 95–103. http://dx.doi.org/10.13001/jtilt.v2i1.7453.

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The purpose of this instructor-led lesson is to raise preservice teachers’ awareness of the significance of accessibility in PK-12 education. In the lesson, students develop empathy to understand the experiences of learners with vision-related disabilities through a simulation activity and competencies to achieve accessibility in their specific teaching contexts. Multimedia and open educational resources are utilized to introduce accessibility, inclusive education, Universal Design for Learning, assistive technology, and accessibility evaluation. Students participate in several learning activities, such as a collaborative document to identify effective technologies to address accessibility issues faced by learners with disabilities and an e-portfolio assessment to evaluate the accessibility of e-learning tools in PK-12 classrooms.

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Ravichandran, G., Dr J. Sujathamalini und Dr K. Gunasekaran. „E-Learning- Accessibility of Students with Visual Impairment in Higher Education“. International Journal of Research and Review 9, Nr. 5 (11.05.2022): 27–31. http://dx.doi.org/10.52403/ijrr.20220506.

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This paper explores the e-learning accessibility of students with visual impairment to begin as a current learning method in the education system. Even in training, the significance of e-studying has improved appreciably. Although a maximum of the technically triggered accessibility management education structures and e-learning contents are conquered all accessibility there are still barriers to be considered. As a matter of current pandemic, it still seems that the subject of accessibility is still exclusively discussed on a technical level. Important aspects like target group-oriented learning methodology and course administration had improved to meet the needs of students with visual impairment. However, e-learning is as important for the accessibility for student with print disabilities and the technical adaptations of the various education structures are used in an e-learning environment of students with visual impairment. The present qualitative study explored the accessibility of e-learning of students with visual impairment. The study implied the need for training students with visual impairment to overcome the learning barriers through implementation of technological advancements such as e-learning and online learning at higher education. Keywords: E-Learning, Accessibility, Visual Impairment.

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Crary, Sarah, Andrea Huseth-Zosel und Erika Beseler Thompson. „Accessibility and Engagement“. Journal of Open, Flexible and Distance Learning 25, Nr. 2 (03.03.2022): 23–34. http://dx.doi.org/10.61468/jofdl.v25i2.493.

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To reach more students, many colleges are using technology to teach courses via a blended learning model, which allows students to attend class face to face or through a video network. The blended–synchronous format (a blended learning model) is defined as the synchronous instruction of face-to-face and remotely located students. Although it provides flexibility for students in terms of location, the blended–synchronous model also has challenges, including accessibility. This study aimed to understand the expectations and experiences of graduate students who attend blended–synchronous courses. The authors surveyed students in a midwestern, mid-sized research university, who were enrolled in programmes that use the blended–synchronous model. The survey focused on their experiences with, and expectations for, their typical mode of attendance. An analysis of quantitative data using descriptive statistics and independent samples t-tests determined whether there were significant differences between students who attended in person or via a video network (VN) regarding their ideal expectations and actual experiences with classroom engagement. Authors coded open-ended responses to capture and interpret key themes. Results indicated students did not experience significant differences in their ideal or actual classroom engagement regardless of the mode of attendance, although there were significant differences in actual experiences of accessibility—VN students are less able to hear and see the instructor and classmates. Additionally, a sense of “us versus them” emerged between the two groups, with VN students struggling to participate actively. Systems need to be developed to increase participation and social interaction in blended–synchronous courses.

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Smith, Keyonda, und Sandra Schamroth Abrams. „Gamification and accessibility“. International Journal of Information and Learning Technology 36, Nr. 2 (22.03.2019): 104–23. http://dx.doi.org/10.1108/ijilt-06-2018-0061.

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PurposeThe purpose of this paper is to explore the issue of access to digital technology by using the lens of accessibility as set forth by the Rehabilitation Act of 1973 and the American Disabilities Act (ADA) of 1990. More specifically, this paper focuses on gamification, considers the needs of all learners, including those who identify as disabled, and raises important inquiries about equity and access to technological instructional materials.Design/methodology/approachJuxtaposing Kapp’s (2012) nine elements of gamification with aspects of accessibility, this paper conceptualizes the challenges and possibilities associated with gamified instructional approaches.FindingsThis paper examines gamification in light of potential barriers that exist as disabled learners navigate online courses that include one or more of the following aspects of gamification – game-based, mechanics, aesthetics, game-thinking, engage, people, motivate action, promote learning, and solve problems. Notably, online courses enhanced with gamification elements present potential access barriers and challenges to learners who identify with auditory, cognitive, neurological, physical, speech, or visual disabilities.Research limitations/implicationsThis paper initiates an important discussion, and as such, it incepts additional investigations into supporting differently abled learners.Practical implicationsBy examining gamification through the lens of accessibility, this paper contributes yet another perspective of teaching, learning, and instructional design.Originality/valueIn addition to socio-economic factors that may preclude one from engaging in a digital play, there is a larger question of how, if at all, gamification is accessible to learners with auditory, cognitive, neurological, physical, speech, or visual disabilities or impairments. This paper raises important questions for educators, education researchers, and game and instructional designers alike to ensure ubiquitous access to gamified digital materials in general, and online, gamified materials in particular.

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Sik-Lányi, Cecília, und Jinat Ara. „Computation of Accessibility Score of Educational Institute Webpages using Machine Learning Approaches“. Infocommunications journal 16, Special Issue (2024): 49–57. http://dx.doi.org/10.36244/icj.2024.5.6.

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The availability of digital platforms by ensur ing accessibility and usability is considered a virtual gateway to provide a wide array of information to its stakeholders. An accessible web platform can disseminate information among a variety of target audiences. Thereby accessibility of academic web pages requires special attention. Herein we proposed an accessibility computation approach for higher education in stitute webpage (Homepage) in the context of universities in Hungary. The proposed approach incorporated two machine learning (ML) classifiers: Random Forest (RF), and Decision Tree (DT) to experiment on our custom dataset to compute the overall accessibility score. Performance of ML methods vali dated through confusion matrix and classification report result. The empirical results of ML methods and statistical evaluation showed poor accessibility scores which depicts that none of the selected web pages are free from accessibility issues associ ated with disabilities. As such, accessibility is a crucial aspect that needs further concern as most of the considered academic webpages have experienced accessibility issues and showed im provement demands. Abstract—The availability of digital platforms by ensuring accessibility and usability is considered a virtual gateway to provide a wide array of information to its stakeholders. An accessible web platform can disseminate information among a variety of target audiences. Thereby accessibility of academic web pages requires special attention. Herein we proposed an accessibility computation approach for higher education institute webpage (Homepage) in the context of universities in Hungary. The proposed approach incorporated two machine learning (ML) classifiers: Random Forest (RF), and Decision Tree (DT) to experiment on our custom dataset to compute the overall accessibility score. Performance of ML methods validated through confusion matrix and classification report result. The empirical results of ML methods and statistical evaluation showed poor accessibility scores which depicts that none of the selected web pages are free from accessibility issues associated with disabilities. As such, accessibility is a crucial aspect that needs further concern as most of the considered academic webpages have experienced accessibility issues and showed im provement demands.

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Vijay Kumar Valaboju. „Reinforcement Learning in AI-Driven Assessments : Enhancing Continuous Learning and Accessibility“. International Journal of Scientific Research in Computer Science, Engineering and Information Technology 10, Nr. 5 (06.10.2024): 297–305. http://dx.doi.org/10.32628/cseit241051014.

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This article explores the transformative potential of Reinforcement Learning (RL) in AI-driven assessments, examining its impact on personalized learning experiences and continuous skill development. We investigate how RL algorithms enable adaptive learning systems to create dynamic, individualized learning paths, provide real-time feedback, and optimize long-term educational outcomes. The article delves into key aspects such as personalized learning trajectories, adaptive difficulty adjustments, and the integration of gamification elements to enhance engagement. We discuss the application of these technologies in various contexts, from traditional educational settings to professional development and certification preparation. The article also addresses the challenges and limitations of implementing RL in educational technology, including concerns about algorithmic bias and the complexity of modeling human learning processes. By analyzing current research and potential future directions, this paper provides a comprehensive overview of how RL is reshaping the landscape of education and assessment, offering insights into the future of adaptive learning systems and their role in fostering lifelong learning in an increasingly digital world.

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Kosova, Ye A. „Methodical approach to the development of the case-based method to create digital accessibility competencies in the e-learning“. Informatics and education 38, Nr. 1 (14.04.2023): 33–44. http://dx.doi.org/10.32517/0234-0453-2023-38-1-33-44.

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The article proposes an approach to the application of case-based method for the creating of digital accessibility competencies in the e-learning. The following method tools have been developed: a scheme for the creating of digital accessibility competencies using the case method, a procedure for solving a case, a template for describing a case and a collection of 11 cases. The original data sets posted in the public domain were used as empirical material for situational tasks. These data sets contained the results of: expert assessment of the e-learning digital accessibility; analysis of the students’ needs in e-learning digital accessibility; assessment of the teachers’ motivation and readiness for providing e-learning digital accessibility; analysis of the content of digital accessibility web services; analysis of the regulatory bases in e-learning digital accessibility. During the solving of each case, students should perform their own study of the data set according to the task, compare the results with those published earlier, and, if possible, identify additional patterns. In teaching the basics of digital accessibility, it is advisable to combine the case-based method with traditional forms of learning (lectures, traditional practical work and testing). The developed tools can be used by teachers to design their own situational tasks using open data.

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Shepherd, Craig E., und Cecil R. Short. „Teaching for Accessibility: Introduction“. Journal of Technology-Integrated Lessons and Teaching 2, Nr. 1 (23.06.2023): 1. http://dx.doi.org/10.13001/jtilt.v2i1.8009.

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Technology regularly helps people communicate ideas and information; explore the world; and capture, store, and interpret large amounts of information. However, some learning environments may prevent individuals from accessing these resources. Fortunately, guidance exists to develop more widely accessible materials and tools. This special issue of the Journal of Technology-Integrated Lessons and Teaching (JTILT) focuses on professional development workshops, lessons, activities, and materials to facilitate accessibility.

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Hwang, Yun-Ja, und Mi-Lee Ahn. „Accessibility and Improvements for Flash E-learning Contents“. KIPS Transactions:PartA 18A, Nr. 4 (31.08.2011): 129–34. http://dx.doi.org/10.3745/kipsta.2011.18a.4.129.

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Aderogba, Onojah Adenike, Adedokun Shittu, Nafisat Afolake, Onojah Amos Ochayi und Aderoju Adekola Musiliu. „Accessibility of Google Classroom by Undergraduates for Learning“. Indonesian Journal of Teaching in Science 1, Nr. 2 (10.12.2021): 69–78. http://dx.doi.org/10.17509/ijotis.v1i2.37704.

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Availability that lacks accessibility is nothing different from unavailability. The aftermath of COVID19 had forced most schools to employ several learning technologies with Google classroom inclusive. This study thus investigates undergraduate access to Google classroom for learning. This study employs the survey method and 250 undergraduates were purposively sampled. The findings established that undergraduate students have adequate access to google classroom for learning vocational and entrepreneurship courses and there was significant relationship between undergraduate access and utilization of google classroom for learning. The study concluded that access to Google classroom was directly proportional to its utilization. It was however recommended that lecturers should use the Google classroom to facilitate their instructional process.

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Retová, Janette, und Attila Pólya. „The Accessibility of E-learning Systems for Disabled“. Studia commercialia Bratislavensia 5, Nr. 17 (01.10.2012): 124–30. http://dx.doi.org/10.2478/v10151-012-0003-x.

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Abstract This paper provides an overview of conditions which discriminate the use of regular elearning systems by disabled individuals. It also offers information about solutions on the side of provider and teacher which can be categorized as software or application solutions and hardware or assistive technology solutions.

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de Macedo, Claudia Mara Scudelari, und Vânia Ribas Ulbricht. „Accessibility Guidelines for the Development of Learning Objects“. Procedia Computer Science 14 (2012): 155–62. http://dx.doi.org/10.1016/j.procs.2012.10.018.

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Lewthwaite, Sarah. „Critical approaches to accessibility for technology‐enhanced learning“. Learning, Media and Technology 36, Nr. 1 (März 2011): 85–89. http://dx.doi.org/10.1080/17439884.2010.529915.

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Briggs, Ann R. J. „Open Doors? Modelling accessibility of learning resource facilities“. Journal of Further and Higher Education 23, Nr. 3 (Oktober 1999): 317–27. http://dx.doi.org/10.1080/0309877990230302.

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Ciritci, İlke. „ACCESSIBILITY IN ARCHITECTURAL EDUCATION: ACTIVE LEARNING PROCESS EXPERIENCE“. E-journal of New World Sciences Academy 15, Nr. 3 (25.07.2020): 81–95. http://dx.doi.org/10.12739/nwsa.2020.15.3.4c0237.

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Lindetorp, Hans, und Kjetil Falkenberg. „Evaluating Web Audio for Learning, Accessibility, and Distribution“. Journal of the Audio Engineering Society 70, Nr. 11 (12.12.2022): 951–61. http://dx.doi.org/10.17743/jaes.2022.0031.

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Sheng-Hung, Chung. „Course delivery and module learning via learning objects (knowledge map) in mobile learning environment“. Asian Association of Open Universities Journal 7, Nr. 1 (01.09.2012): 43–54. http://dx.doi.org/10.1108/aaouj-07-01-2012-b004.

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This paper focuses on the integration of the learning objects and knowledge map as the learning sequence suggestion in the mobile learning environment and explains the technologies involved, the applications and the issues of usability, accessibility, evaluation and effectiveness. Mobile learning has open up new path for learning support and opportunities to reach wider audience (learner) for education. This research focuses on using the knowledge map to store the characteristics of each learning object via concept schemas and represent the corresponding learning accessibility in the mobile learning environment. The proposed architecture provides a medium for the learning accessibility of learners through mobile applications and wireless portable devices such as smart phones, PDAs and tablet PCs. The approach using the combination of "touch" and "observe" spatial learning objects provides an intelligent solution to creating, sharing and improving the efficiency of mobile learning. The proposed mobile learning environment architecture consists of knowledge map components mainly, navigation, concept schemas and learning object path. By using these knowledge structures, this study may enhance and enrich the concept and activity of adaptive learning in different individuals and communities. The spatial knowledge map constructed was useful in identifying the characteristics of the learning objects (e.g., learning object 1: lesson with navigating sentences, learning object 2: lesson with navigating sentence and code explanation, etc) and automatically matches the most appropriate learning contentand path suitable for learners. The architecture of the platform discussed in this study using the learning objects approach and knowledge map would facilitate a more widespread use of mobile learning, including courses or modules delivery of individualised learning path and learning style analysis.

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Dimitrova, Maya, Negoslav Sabev, Leire Ozaeta, Valentin Nikolov und Aleksandar Krastev. „Aspects of the Intrinsic Motivation as Accessibility Factors in the Inclusive "STEAM" Education“. Innovative STEM Education 4, Nr. 1 (10.06.2022): 24–31. http://dx.doi.org/10.55630/stem.2022.0404.

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The paper presents the current development of the proposed by the authors approach to defining digital and e-learning accessibility for effective pedagogical rehabilitation of learners with special learning needs. A novel aspect – intrinsic accessibility – is proposed as complementary to the previously identified extrinsic aspects of accessibility – institutional, informational and cultural. The intrinsic aspects of accessibility – lack of skills, knowledge, or motivation – influence the process of pedagogical rehabilitation of children with special learning needs. Two different pedagogical scenarios implementing educational robots are discussed in a STEAM context.

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Soares, Michele dos Santos, Cássio Andrade Furukawa, Maria Istela Cagnin und Débora Maria Barroso Paiva. „Accessibility Barriers for Blind Students in Teaching-learning Systems“. JUCS - Journal of Universal Computer Science 30, Nr. 10 (28.09.2024): 1342–70. http://dx.doi.org/10.3897/jucs.106239.

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The use of digital technology by educators has received increasingly higher focus in the recent years. In spite of this, students with disabilities still face many accessibility obstacles while using digital technologies. In this context, this paper has the main goal of identifying the accessibility barriers faced by the community of blind students and highlighting the main factors that hinder this community from accessing learning objects. For this purpose, initially, a Systematic Literature Review (SLR) was conducted, with which it was possible to collect the main accessibility problems identified by the scientific community. In order to complement and detail the information obtained in the SLR, a questionnaire was submitted to blind students, in which it was possible to discover new difficulties from a practical point of view. Finally, the accessibility barriers found in the SLR and in the questionnaire responses were analyzed and the results obtained were related to the Web Content Accessibility Guidelines (WCAG), the main document that explains how to make web content accessible for people with disabilities. This work seeks to explain the main factors that hinder or prevent access to learning objects in teaching-learning systems, promote a discussion on alternatives for improving these resources, identify gaps and guide more detailed studies on the subject.

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MACİULİENE, Monika, Gintarė GULEVİČİŪTĖ und Aelita SKARŽAUSKİENĖ. „Beyond The Lecture Hall: Exploring Informal Learning Spaces as Catalysts for Interpersonal Relationships, Student Well-Being and Campus Satisfaction in Higher Education Institutions“. Participatory Educational Research 11, Nr. 2 (29.02.2024): 37–56. http://dx.doi.org/10.17275/per.24.18.11.2.

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Informal learning spaces have gained recognition as catalysts for student co-creation and engagement in higher education institutions. This study investigates the relationship between the availability and accessibility of informal learning spaces on campus and its influence on university belongingness, interpersonal relationships, student well-being, and university campus satisfaction. Mixed-method approach incorporating interviews and survey has been used in the study. Through qualitative research methods, including interviews with stakeholders, we explored the informal learning spaces at Mykolas Romeris University (MRU). The findings highlight that MRU offers a variety of spaces for both collaborative and focused learning, which are characterized by inclusivity, accessibility, digitalization, and availability for students. Guided by two research hypotheses, the quantitative part of the study examines the extent to which the availability and accessibility of informal learning spaces impact these key variables. The survey revealed a positive perception among respondents regarding the availability, accessibility, and satisfaction with informal learning spaces. Moreover, the study indicates that higher availability and accessibility of informal learning spaces on campus can significantly influence students' university belongingness and well-being. This paper contributes to the field by examining informal learning spaces from a holistic perspective that encompasses both students and stakeholders.

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Ofori, Eunice, und Barbara B. Lockee. „Next Generation Mobile Learning: Leveraging Message Design Considerations for Learning and Accessibility“. IAFOR Journal of Education 9, Nr. 4 (27.08.2021): 123–44. http://dx.doi.org/10.22492/ije.9.4.07.

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Online machine translation (OMT) tools are not exclusively designed for language learners; however, these tools are popular among them. This quantitative study investigated the perceptions and attitudes of Turkish speaking EFL learners and instructors in a university English program regarding the use of OMT tools. Two online questionnaires were administered to 462 Turkish-speaking learners and 34 instructors. The results revealed that 94% of the learner participants reported using OMT tools for their language learning studies. The learners predominantly used these tools for single-word or phrase translations. Reading and writing assignments were the main areas where the learners most frequently referenced to OMT tools. The learner participants thought the accuracy of the tools was not high, and the ethicality of using them depended on how they were used. Three-quarters of the instructor participants reported using OMT tools, and their judgements concerning the accuracy of these tools were more positive than the learners’. The results also revealed a mismatch between learners’ and instructors’ perceptions and attitudes regarding OMT tools in foreign language learning. Accordingly, the instructors often overestimated how much learners use OMT tools, while learners underestimated the instructors’ interest in them. These findings suggest policies should be developed within language learning institutions to guide students’ use of OMT tools, as well as improve the mutual understanding between students and teachers in terms of their ethicality.

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Zentel, Peter, Maria Opfermann und Jan Krewinkel. „Multimedia learning and the Internet: ensuring accessibility for people with learning disabilities“. Journal of Assistive Technologies 1, Nr. 1 (Oktober 2007): 22–32. http://dx.doi.org/10.1108/17549450200700005.

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Kosova, Yekaterina A. „Corpus of digital accessibility standards: the current stage of development in relation to e-learning“. Vestnik Tomskogo gosudarstvennogo universiteta, Nr. 483 (2022): 183–94. http://dx.doi.org/10.17223/15617793/483/21.

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The article deals with issues of standardization of e-learning digital accessibility. It aims to analyze the content of the current digital accessibility standards and to assess the possibility of their use to ensure the accessibility of e-learning and its components. International and Russian federal standards that are directly or indirectly related to the digital accessibility of e-learning were studied. The search for documents was carried out in October 2021 – February 2022 on the official websites of standardization bodies by thematic headings and keywords in the title or abstract of the document. A sample of 92 current standards was obtained, including: international (global) – 57 (62%); international (European) – 23 (25%); international (Commonwealth of Independent States) – 2 (3%); Russian federal – 10 (11%). Using the content analysis method, the standards were systematized according to the following parameters: publication date; publication language; full text access features; geographical coverage; digital accessibility standardized parameters; digital accessibility beneficiary groups. The corresponding data set was published in the Mendeley Data online repository. The obtained data were studied using descriptive statistics in Microsoft Excel. As a result of the study, five categories of digital accessibility standards were identified (by areas of application in elearning): digital content accessibility standards (39; 42%), software accessibility standards (26; 28%), Internet communications accessibility standards (10; 11%), standards for ensuring individual needs and preferences (20; 22%), standards for the development and interpretation of digital accessibility standards (15; 16%). Some standards (13; 14%) cover more than one category. It has been determined that the beneficiaries of applying the most digital accessibility standards are all e-learning users who may be in conditions that make learning difficult. The analysis has identified two key groups of standards that can be used as a basis for the implementation of universally accessible elearning – standards based on the WCAG and AccessForAll concepts. WCAG regulates the requirements for the development of accessible digital content, and AccessForAll methods for meeting the user’s personal needs and preferences. It was determined that both concepts together can form a unified system in which WCAG is a mandatory component, and AccessForAll is an optional one. The need to develop new combined standards for e-learning digital accessibility, taking into account the best standardization practices, has been identified.

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Saca, Pamela. „Designing Accessible Immersive Learning Experiences“. Journal of Technology-Integrated Lessons and Teaching 2, Nr. 1 (23.06.2023): 78–87. http://dx.doi.org/10.13001/jtilt.v2i1.7669.

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Immersive learning experiences are simulated real-world environments that allow learners to practice skills in low-stakes contexts. The following activity supports instructors in improving the accessibility of their designed immersive learning experiences. Instructors first reflect on their in-progress design using guiding questions. After the completion of the immersive learning design, the instructors self-evaluate to identify areas of improvement for potential revisions. Guidelines and criteria utilized within the process are adapted from the Web Content Accessibility Guidelines (WCAG) and Universal Design for Learning (UDL) principles. This approach can be used with immersive experiences designed for any age group.

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Laroiya,, Sheetal. „LEARNING MANAGEMENT SYSTEM“. INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 08, Nr. 04 (26.04.2024): 1–5. http://dx.doi.org/10.55041/ijsrem31611.

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In order to revolutionize education, our research paper explores the development and implementation of a revolutionary Learning Management System (LMS). LMS platforms play a key role in contemporary education by acting as virtual centers of instruction. In this article, we examine the essential features of our learning management system (LMS), including content management and user authentication, which improve resource accessibility and expedite instructional procedures. By employing an agile development methodology, we made sure that stakeholders were included at every stage of the project's development. We also talk about the concrete advantages that our LMS provides, such better teaching results and an improved user experience. Our study highlights the transformative potential of our learning management system (LMS) in creating inclusive and stimulating learning environments for all students by highlighting the significance of technology in education. Keywords— Digital Education, Education Technology, Progress Tracking, Accessibility in Education, User Authentication

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Alahmadi, Tahani Jaser, und Steve Drew. „An evaluation of the accessibility of top-ranking university websites: Accessibility rates from 2005 to 2015“. Journal of Open, Flexible and Distance Learning 21, Nr. 1 (01.07.2017): 7–24. http://dx.doi.org/10.61468/jofdl.v21i1.273.

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Accessibility evaluation is an important equity step in assessing effectiveness and usefulness of online learning materials for disabled students. With popular uptake of blended and online learning it is timely to evaluate the accessibility attained by universities in their websites and Learning Management Systems (LMS) .The present study considers this question for the period 2005 through 2015. Previous studies in this area have indicated that university websites have become gradually inaccessible, as the complexity of their content increases, and that the amount of attention being paid to this problem by the universities is low. This study employed a comparative quantitative method, and a random sample of universities’ websites was evaluated using the accessibility evaluation tool designed by AChecker. The inclusion of the specific universities chosen for this study was based on their ranking in the world, and/or in the Oceania and Arab regions. Moreover, the evaluation is organised by page type: homepage, administration page or course description/syllabus page. Thus, through a statistical and empirical study, we demonstrated that there was no significant improvement in the accessibility of universities’ web sites between 2005 and 2015. Furthermore, access to media and document files had the most influential accessibility errors. In addition, there were 27,308 (33%) total home page errors among the 180 evaluated pages from 60 of the top world, Oceania and Arab universities’ sites. There are no significant differences in accessibility level between top-ranking universities in developed or developing countries. Therefore, with participation rate at universities expanding world-wide and equity being a common corporate theme there is a growing need for universities to commit to and responsibly address accessibility to online learning materials for disabled students.

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Acosta, Ernalie Jean R., Fatima A. Allera, Keith B. Cullo, Mechaella S. Delamide, Blessyl A. Obamos und Angelito Cabanilla Jr. „Accessibility of Online Learning for Students with Disabilities Amidst Pandemic“. International Journal for Research in Applied Science and Engineering Technology 11, Nr. 4 (30.04.2023): 1107–22. http://dx.doi.org/10.22214/ijraset.2023.49486.

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Abstract: This comparative study examined the accessibility of online learning for students with disabilities amidst the pandemic in five purposively selected countries: the Philippines, the United States of America (USA), South Africa, Italy, and Australia. A qualitative research design was used to determine and compare the accessibility of online learning in the selected countries in terms of policy, curriculum, teacher-student ratio, accommodations and supports, challenges, and improvements. Results revealed that online learning accessibility varies significantly from country to country in offering national curricula and strategies to provide accessibility and carry out inclusive education amidst the pandemic. It was found that the USA had shown a solid commitment to policy, curriculum, teacher-student ratio, accommodations, and support among the five selected countries. On the contrary, the Philippines show immense challenges in accessing online learning for students with disabilities. It is concluded that limited learning resources, lack of internet connectivity, inadequate digital literacy for teachers and students, and lack of concentration and coordination persisted as significant challenges in achieving quality online learning accessibility in a country. It is recommended that countries facing the same challenges may observe countries having quality and accessible online learning, such as the USA.

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Chadli, Fatima Ezzahra, Driss Gretete und Aniss Moumen. „Digital accessibility: A systematic Literature Review“. SHS Web of Conferences 119 (2021): 06005. http://dx.doi.org/10.1051/shsconf/202111906005.

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Today digital content has soared since the covid19 pandemic, no physical interaction, only digital operations, even in the education system and training. Learning moved towards the virtual classroom, and e-learning is now widely adopted. This transformation was a challenge for most people, especially people with disabilities. Although, despite the type of disability, digital content and services should be accessible, which means it includes considerations like compatibility with assistive technologies, using enough contrast for visually impaired users, providing understandable content, etc. Many studies have shown decades before covid19 the importance of digital accessibility, including guidelines, implementation and evaluation, design and methods. This systematic literature review of 204 studies exposes the different topics related to digital accessibility in previous studies.

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Nijakowska, Joanna. „Increasing accessibility in language education – the SCALED project“. Applied Linguistics Papers 1/2024, Nr. 28 (25.03.2024): 63–73. http://dx.doi.org/10.32612/uw.25449354.2024.1.pp.63-73.

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This paper aims to familiarise the readers with the motivations and pedagogical principles behind the outcomes of the ‘SCALED – Supporting Content and Language Learning Across Diversity’ project and with the outcomes themselves. These include an open online course for initial teacher training and continuing professional development of language teachers, accompanied by a methodological guide and a report on good practices in inclusive language education and inclusive foreign language teacher training. The SCALED project addresses the needs of both the academic and school communities, aiding educa- tors in proactively eliminating existing and potential barriers to language learning. It incorporates empirically validated models and approaches, such as Universal Design for Learning (UDL) and the integration of indi- vidual accommodations and adjustments in learning and assessment conditions. The project seeks to advance fairness and counter discrimination and marginalization by fostering inclusive practices in teacher training and language education via enhanced accessibility. Accessible language learning environments can empower individuals with diverse needs, including special educational needs, and enable them to unleash their abilities and potential. Accessibility constitutes a leading theme that transpires in all SCALED course modules and materials, from accessible instruction and assessment, through accessible and usable digital language materials (docu- ments and multimedia) and online learning platforms to accessible and supportive language learning environ- ments (e.g. assistive technology) for learners with special educational needs resulting from dyslexia, ADHD, autism, blindness and visual impairments, and diverse cultural and language backgrounds.

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Sanga Lamsari Purba, Leony. „Microsoft teams 365 and online learning: The student’s perception“. Jurnal Pendidikan Kimia 13, Nr. 2 (01.08.2021): 130–36. http://dx.doi.org/10.24114/jpkim.v13i2.26981.

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This study aims to determine the effectiveness of online learning using Microsoft Teams 365. The entire population in this study was used as a research sample, namely all students of the Chemistry Education study program, Indonesian Christian University, Jakarta. Perception data was collected using a questionnaire with dimensions of understanding the material, appearance and accessibility of Microsoft Teams 365. From the results of data processing, it was found that more than 50% of students' perceptions of Microsoft Teams 365 were good in all indicators of understanding the material and appearance. On the use dimension with connectivity and accessibility indicators more than 50% of students' perceptions of the Microsoft 365 team are good, but on the quota-saving indicator 42% of students do not agree. Keywords: Microsoft teams, E-learning, Cemistry

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Olumuyiwa Osunwusi, Adeyinka, Ibrahim Olatunde Salawu und Gabriel Chibuzor Job. „Technology Affinity, Interaction, Accessibility, Attitude to Learning, and Learning Performance: Examining the Interrelationships“. KIU Journal of Education 4, Nr. 1 (30.05.2024): 57–68. http://dx.doi.org/10.59568/kjed-2024-4-1-06.

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There is unanimity among educational researchers regarding the causal effects of the use of technologies in education. However, issues concerning how human-technology attributes such as technology affinity, interaction, channel affinity and accessibility are related to learning remain unclear. This study examined how the levels of students’ technology affinity, interaction, and accessibility are related to the students’ attitudes to learning and learning performance. The study deployed the basic descriptive survey design. Five hundred and thirty-four students drawn from six Open and Distance Learning (ODL) universities located in three of the six States in South West, Nigeria participated. Data sources included four questionnaires and a 15-item Technology-mediated Scientific Cognitive Abilities Test. Data were analysed using descriptive statistics, correlation analysis and regression analysis. The study found that technology affinity levels exhibited a statistically significant but negative relationship with attitude to learning (β = -0.21, t = -3.69, p = 0.0000), while the relationship with learning performance was statistically non-significant but positive (β = -0.21, t = -3.69, p = 0.692). Interaction levels exhibited a non-significant and positive relationship with attitude to learning (β = 0.05, t = 0.99, p = 0.322), and a statistically non-significant but negative relationship with learning performance (β = -0.10, t = -1.40, p = 0.161). Accessibility was significantly but negatively related to attitude to learning (β = -0.13, t = -2.242, p = 0.025, intercept = -0.88) while exhibiting a non-significant but positive relationship with learning performance (β = 0.05, t = 0.68, p = 0.499, intercept = 0.25). The study concluded that significant relationships existed among and between the ODL students’ technology attributes, attitude to learning and learning performance. It was recommended, among other things, that in adopting digital technologies for educational purposes, higher education institutions (HEIs) should sufficiently factor in the impact of the students’ technology attributes.

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Annie Kavitha, L. „Universal Design: Promoting Equity and Accessibility“. Shanlax International Journal of Arts, Science and Humanities 11, S1i2-Nov (20.11.2023): 7–10. http://dx.doi.org/10.34293/sijash.v11is1i2-nov.7307.

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The goal of inclusive education is to give every student, regardless of background or ability, equal opportunities. Universal design principles play a pivotal role in ensuring that educational environments are accessible to diverse learners. This paper explores the concept of universal design in the context of inclusive education, examining its principles, benefits, and challenges. It also discusses practical strategies for implementing universal design in classrooms to foster an inclusive learning environment. Universal design provides a framework for developing learning experiences that respect the individual strengths and challenges of every learner, ultimately fostering a more inclusive and equitable educational system for all. This framework can be applied to the design of physical spaces as well as the development of curricula and instructional strategies. This essay emphasizes how crucial universal design is to advancing accessibility and equity in the classroom.

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Al Alhareth, Yahya. „E-learning Accessibility for Saudi Women: A Literature Review“. International Journal of Emerging Technologies in Learning (iJET) 9, Nr. 4 (14.06.2014): 65. http://dx.doi.org/10.3991/ijet.v9i4.3757.

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Moura, Dayvison Bandeira de, Raniere Marques de Melo, Rowayne Soares Ramos, Avaetê de Lunetta e. Rodrigues Guerra, William Jônatas Vidal Coutinho, Elisenaide Bezerra Santos, Pedro Arthur de Melo Nascimento, néas Fábio Farias Neves, Edson de Lima Filho und Marcela Serafim Geraldo. „Attitudinal Accessibility in Inclusive Education for Transdisciplinarity and Learning“. International Journal of Advanced Engineering Research and Science 9, Nr. 3 (2022): 099–103. http://dx.doi.org/10.22161/ijaers.93.14.

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Ji, Meng, Yanmeng Liu und Tianyong Hao. „Predicting Health Material Accessibility: Development of Machine Learning Algorithms“. JMIR Medical Informatics 9, Nr. 9 (01.09.2021): e29175. http://dx.doi.org/10.2196/29175.

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Background Current health information understandability research uses medical readability formulas to assess the cognitive difficulty of health education resources. This is based on an implicit assumption that medical domain knowledge represented by uncommon words or jargon form the sole barriers to health information access among the public. Our study challenged this by showing that, for readers from non-English speaking backgrounds with higher education attainment, semantic features of English health texts that underpin the knowledge structure of English health texts, rather than medical jargon, can explain the cognitive accessibility of health materials among readers with better understanding of English health terms yet limited exposure to English-based health education environments and traditions. Objective Our study explores multidimensional semantic features for developing machine learning algorithms to predict the perceived level of cognitive accessibility of English health materials on health risks and diseases for young adults enrolled in Australian tertiary institutes. We compared algorithms to evaluate the cognitive accessibility of health information for nonnative English speakers with advanced education levels yet limited exposure to English health education environments. Methods We used 113 semantic features to measure the content complexity and accessibility of original English resources. Using 1000 English health texts collected from Australian and international health organization websites rated by overseas tertiary students, we compared machine learning (decision tree, support vector machine [SVM], ensemble tree, and logistic regression) after hyperparameter optimization (grid search for the best hyperparameter combination of minimal classification errors). We applied 10-fold cross-validation on the whole data set for the model training and testing, and calculated the area under the operating characteristic curve (AUC), sensitivity, specificity, and accuracy as the measurement of the model performance. Results We developed and compared 4 machine learning algorithms using multidimensional semantic features as predictors. The results showed that ensemble tree (LogitBoost) outperformed in terms of AUC (0.97), sensitivity (0.966), specificity (0.972), and accuracy (0.969). Decision tree (AUC 0.924, sensitivity 0.912, specificity 0.9358, and accuracy 0.924) and SVM (AUC 0.8946, sensitivity 0.8952, specificity 0.894, and accuracy 0.8946) followed closely. Decision tree, ensemble tree, and SVM achieved statistically significant improvement over logistic regression in AUC, specificity, and accuracy. As the best performing algorithm, ensemble tree reached statistically significant improvement over SVM in AUC, specificity, and accuracy, and statistically significant improvement over decision tree in sensitivity. Conclusions Our study shows that cognitive accessibility of English health texts is not limited to word length and sentence length as had been conventionally measured by medical readability formulas. We compared machine learning algorithms based on semantic features to explore the cognitive accessibility of health information for nonnative English speakers. The results showed the new models reached statistically increased AUC, sensitivity, and accuracy to predict health resource accessibility for the target readership. Our study illustrated that semantic features such as cognitive ability–related semantic features, communicative actions and processes, power relationships in health care settings, and lexical familiarity and diversity of health texts are large contributors to the comprehension of health information; for readers such as international students, semantic features of health texts outweigh syntax and domain knowledge.

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Li, Jessica, Gary Brake, Angeline Champion, Tony Fuller, Sandy Gabel und Lori Hatcher‐Busch. „Workplace learning: the roles of knowledge accessibility and management“. Journal of Workplace Learning 21, Nr. 4 (14.05.2009): 347–64. http://dx.doi.org/10.1108/13665620910954238.

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Bley-Vroman, Robert W., Sascha W. Felix und Georgette L. loup. „The accessibility of Universal Grammar in adult language learning“. Interlanguage studies bulletin (Utrecht) 4, Nr. 1 (Juni 1988): 1–32. http://dx.doi.org/10.1177/026765838800400101.

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This paper investigates whether Universal Grammar (UG) is accessible to adult language learners. If adult acquirers have consistent access to intuitions of grammaticality in cases where the relevant constraints are underdetermined by the native language, this suggests that Universal Grammar continues to function in adult acquisition. Advanced Korean adult acquirers of English were given a test of grammaticality judgements on English wh-movement sentences, where the relevant constraints are thought to derive from principles of UG. Since Korean does not have syntactic wh-movement, correct intuitions cannot derive from native language transfer. Analysis of the results and comparison with native speaker results suggests a complex picture of the function of UG in adult language acquisition; however, clear UG effects were found.

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Johnson, AnnMarie, und Sean Ruppert. „An evaluation of accessibility in online learning management systems“. Library Hi Tech 20, Nr. 4 (Dezember 2002): 441–51. http://dx.doi.org/10.1108/07378830210452640.

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Satterfield, Debra. „Designing Learning Materials for Accessibility: Analysing Audience and Task“. International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 4, Nr. 1 (2006): 0. http://dx.doi.org/10.18848/1447-9532/cgp/v04/39007.

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Baral, Raj K. „Learning Accessibility during the COVID-19 Era: An Overview“. Spectrum 1, Nr. 1 (16.05.2023): 34–52. http://dx.doi.org/10.3126/spectrum.v1i1.54929.

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As face-to-face teaching-learning modality was not both feasible and adequate to continue the learning process during COVID-19, instructors resorted to flexible distant learning options. They used digital as well as print-based multimodal texts to ease teaching-learning activities and minimize learning loss during the period. The use of flexible modes of teaching like Universal Design (UD), multimodality, closed captioning on video programs, accessible assessment, and ways of using chat boxes for additional and meta-conversation helped address problems of dis/ability in both desperate and/or more normal times. This article reviews the attempts to ensure learning accessibility, and basically draws on secondary resources and data, to extract the relevant data and information to support its claim. The article concludes that, though it was a compulsion, as a lesson of the COVID-19 pandemic, instructors and learners learned ways to cope with challenging times in academia. Their knowledge on utilizing new tools and strategies helped minimize the gaps exacerbated by the pandemic in issues like equity, access, and engagement and will be a valuable lesson for any possible hard times in the future.

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Manfredi, Marina, Catia Nannoni und Rosa Pugliese. „Audiovisual translation and media accessibility in language learning contexts“. Audiovisual translation and media accessibility in language learning contexts 9, Nr. 2 (14.07.2023): 143–59. http://dx.doi.org/10.1075/ttmc.00106.man.

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Ramli, Mohamad Faizal, Muhammad Majid, Basri Badyalina und Nur Fatihah Shaari. „AN ASSESSMENT OF THE INTERNET ACCESS AND ACCESSIBILITY INITIATIVES ON THE EFFECTIVENESS OF ONLINE LEARNING AMONG STUDENTS AT HIGHER LEARNING INSTITUTIONS“. International Journal of Education, Psychology and Counseling 7, Nr. 47 (01.09.2022): 164–70. http://dx.doi.org/10.35631/ijepc.747015.

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The spread of COVID-19 has shifted teaching and learning methods at all institutes of higher learning in Malaysia from traditional methods to online distance learning. To cope with this new teaching method, students face some difficulties. One of the most challenging is the lack of internet access and accessibility that constrains students’ engagement and motivation toward online distance learning. The unaffordability to purchase internet data and poor internet connectivity are common problems that have often been voiced by students, as this greatly affects their attendance, communication, and submission of each class assignment. To reduce the burden faced by the students, government and telecommunication services providers introduced some initiatives to enhance internet access and accessibility. Thus, this study aims to review the impacts of internet access and accessibility initiatives on the effectiveness of online learning during the COVID-19 era. The conceptual reviews will acknowledge the policymakers on the barriers faced by the students, the impact of internet initiatives on online learning, and the recommendations to improve current practices on internet access and accessibility, It can be used by the policymakers to provide relevant initiatives to assist teaching and learning among students.

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Kliucharev, Grigori A. „Distance (Remote) Learning: on the issue of its efficiency and accessibility“. Socialʹnye i gumanitarnye znania 6, Nr. 3 (21.09.2020): 274. http://dx.doi.org/10.18255/2412-6519-2020-3-274-285.

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The issue of the feasibility of a significant increase in the share of distance (remote) learning in modern higher education and a reduction in-side (auditorium) classes is discussed. The following factors were taken into account: the quality of education, its accessibility, the specifics of distance learninf, economic benefits, the personification of training courses, the monitoring and evaluation of the acquisition of knowledge, the awareness of the possibilities of distance learning, the attitude of the faculty stuff and university administrations towards them. It is shown that distance learning provides high-quality education, personifies the educational process, most fully implements the key-principle of LLL - "learn when, how and where you feel comfortable." Based on the internal needs of universities - the solution of personnel problems, the optimization of the educational process, the desire to improve the quality of education and its competitiveness - the possible benefits that stimulate the use of online courses in educational programs are indicated. The role of informal distance learning, which can become an effective means of educational work in higher school, is studied. It becomes an effective mean of socializing not only students, but other youth groups (for example, blogging community). Already today group self-education is actively developing, especially within the framework of informal network communities, public and religious associations. In these socio-political processes, universities can occupy an important domain that society initially assigned to them and which they more or less successfully mastered along while their entire history.

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