Rita Fennelly-Atkinson, K. LaPrairie, Donggil Song
{"title":"Identifying accessibility factors affecting learner inclusion in online university programs","authors":"Rita Fennelly-Atkinson, K. LaPrairie, Donggil Song","doi":"10.1080/01587919.2022.2141607","DOIUrl":null,"url":null,"abstract":"Abstract As postsecondary online programs increase, the accessibility of online course content becomes a serious issue in higher education. There is currently little information about how postsecondary institutions address online course accessibility. This exploratory mixed-methods study examined the degree to which university online course checklists represent accessibility criteria and which criteria were most and least represented in university checklists. Further, this study also examined the relationship between several university factors. This review of university online course checklists against the Web Content Accessibility Guidelines criteria revealed some areas that may warrant closer inspection for researchers and universities. Results indicated that online program enrollment was linked with how the university handled accessibility compliance and how they trained faculty regarding online course accessibility. These findings have implications for how learner inclusion in online programs can be impacted at the university level.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"43 1","pages":"556 - 573"},"PeriodicalIF":3.7000,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Distance Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/01587919.2022.2141607","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
Abstract As postsecondary online programs increase, the accessibility of online course content becomes a serious issue in higher education. There is currently little information about how postsecondary institutions address online course accessibility. This exploratory mixed-methods study examined the degree to which university online course checklists represent accessibility criteria and which criteria were most and least represented in university checklists. Further, this study also examined the relationship between several university factors. This review of university online course checklists against the Web Content Accessibility Guidelines criteria revealed some areas that may warrant closer inspection for researchers and universities. Results indicated that online program enrollment was linked with how the university handled accessibility compliance and how they trained faculty regarding online course accessibility. These findings have implications for how learner inclusion in online programs can be impacted at the university level.
期刊介绍：
Distance Education, a peer-reviewed journal affiliated with the Open and Distance Learning Association of Australia, Inc., is dedicated to publishing research and scholarly content in the realm of open, distance, and flexible education. Focusing on the freedom of learners from constraints in time, pace, and place of study, the journal has been a pioneering source in these educational domains. It continues to contribute original and scholarly work, playing a crucial role in advancing knowledge and practice in open and distance learning.
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