Systematic Review (2000 to 2021) of Online Accessibility Research in Higher Education

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH American Journal of Distance Education Pub Date : 2022-06-08 DOI:10.1080/08923647.2022.2081438
Liane She, Florence Martin
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引用次数: 3

Abstract

ABSTRACT As online learning has been constantly increasing in higher education institutions for the past two decades, it is important to advocate for all students to have equal access to a high-quality education. Therefore, an important aspect of online learning in higher education is the need for accessibility for all students with disability of any kind. As such, this systematic review analyzed 95 existing research studies from the past two decades, focusing on the use of different accessible strategies for design, facilitation, and assessment in online learning. Four research themes including, accessibility standards, assistive technology, Universal Design for Learning, and need for training and development on online accessibility emerged from the systematic review. The findings from this systematic literature review include implications for higher education institutions, so they can further support students with disabilities in an online setting.
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高等教育网络无障碍研究系统综述(2000-2001)
摘要在过去的二十年里,随着在线学习在高等教育机构中的不断增加,倡导所有学生都能平等地接受高质量的教育是很重要的。因此,高等教育中在线学习的一个重要方面是需要为所有残疾学生提供无障碍服务。因此,这篇系统综述分析了过去二十年中的95项现有研究,重点是在在线学习中使用不同的无障碍策略进行设计、促进和评估。系统综述提出了四个研究主题,包括无障碍标准、辅助技术、通用学习设计以及在线无障碍培训和发展需求。这篇系统文献综述的发现对高等教育机构有启示,因此他们可以在网上进一步支持残疾学生。
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来源期刊
American Journal of Distance Education
American Journal of Distance Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.20
自引率
3.10%
发文量
30
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