Web Accessibility Essentials for Online Course Developers

2010 ◽  
pp. 405-417
Author(s):  
Jozenia T. Colorado ◽  
Jane H. Eberle
Keyword(s):  
Online Courses ◽  
Web Accessibility ◽  
Online Course ◽  
Web Pages ◽  
Rehabilitation Act Of 1973 ◽  
Federal Employees ◽  
Essential Information ◽  
Section 508 ◽  
The Public ◽  
Full Compliance

According to Section 508 of the Rehabilitation Act of 1973, federal agencies must provide access to electronic and information technology to individuals with disabilities who are federal employees or members of the public. As institutions of higher education (IHE) put more services and resources online, formatting pages so they are accessible to users with disabilities is essential. Although IHEs are attempting to comply with Web Accessibility Standards with their public Web pages, full compliance has been difficult. In addition, the growth of online courses has only complicated the issue. Although learning management systems (LMS) may claim to be Web accessible, accessibility of individual content items at the course level, is set by the coursedeveloper. This chapter will discuss essential information necessary for online course developers to develop Webaccessible content.

Web Accessibility Essentials for Online Course Developers

2010 ◽  
pp. 344-356
Author(s):  
Jozenia Torres Colorado ◽  
Jane H. Eberle
Keyword(s):  
Online Courses ◽  
Web Accessibility ◽  
Online Course ◽  
Web Pages ◽  
Rehabilitation Act Of 1973 ◽  
Federal Employees ◽  
Essential Information ◽  
Section 508 ◽  
The Public ◽  
Full Compliance

According to Section 508 of the Rehabilitation Act of 1973, federal agencies must provide access to electronic and information technology to individuals with disabilities who are federal employees or members of the public. As institutions of higher education (IHE) put more services and resources online, formatting pages so they are accessible to users with disabilities is essential. Although IHEs are attempting to comply with Web Accessibility Standards with their public Web pages, full compliance has been difficult. In addition, the growth of online courses has only complicated the issue. Although learning management systems (LMS) may claim to be Web accessible, accessibility of individual content items at the course level, is set by the course developer. This chapter will discuss essential information necessary for online course developers to develop Web accessible content.

Web Accessibility and the Law

2011 ◽  
pp. 1-24 ◽  
Author(s):  
Holly Yu
Keyword(s):  
Web Sites ◽  
Ad Hoc ◽  
Web Design ◽  
Web Accessibility ◽  
Legal Responsibility ◽  
Web Pages ◽  
State Laws ◽  
Section 508 ◽  
Rehabilitation Act ◽  
Accessibility Issues

Through a series of federal and state laws and standards, the legal foundation concerning Web accessibility that impact people with disabilities and their ability to fully overcome digital barriers and participate in the Web environment has been established. Currently, the concept of accessible design or universal design is increasingly becoming an important component of Web design. However, the unanswered questions in laws, the absence of the obligation in fulfilling legal requirements, and the general unawareness of the need to make Web pages accessible have created barriers in implementing the Americans with disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973, Section 508 of the Rehabilitation Act as amended in 1998, and others. In many cases, the absence of obligations is due to unfamiliarity with legal responsibility of creating accessible Web sites. As a result, the response to Web accessibility concerns frequently comes about only on an ad hoc basis. Identifying these barriers is the first step toward solutions. There are legal and practical approaches for addressing Web accessibility issues in policies, education, research and development, and technology and tools.

Developing an effective section 508 Web accessibility compliance program

2004 ◽  
Author(s):  
Jesse L. Walker ◽  
Shilo H. Anders ◽  
Sarah J. Swierenga
Keyword(s):  
Web Accessibility ◽  
Section 508 ◽  
Compliance Program

Learning Analytics Considered Harmful

2012 ◽  
Vol 16 (3) ◽  
Author(s):  
Laurie P Dringus
Keyword(s):  
Big Data ◽  
Online Learning ◽  
Learning Analytics ◽  
Online Courses ◽  
Research Community ◽  
Current Status ◽  
Online Course ◽  
Full Potential

This essay is written to present a prospective stance on how learning analytics, as a core evaluative approach, must help instructors uncover the important trends and evidence of quality learner data in the online course. A critique is presented of strategic and tactical issues of learning analytics. The approach to the critique is taken through the lens of questioning the current status of applying learning analytics to online courses. The goal of the discussion is twofold: (1) to inform online learning practitioners (e.g., instructors and administrators) of the potential of learning analytics in online courses and (2) to broaden discussion in the research community about the advancement of learning analytics in online learning. In recognizing the full potential of formalizing big data in online coures, the community must address this issue also in the context of the potentially "harmful" application of learning analytics.

Valor dos massive open online course (MOOC) na educação para a cidadania

2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Hermano Carmo ◽  
Teresa Maia e Carmo
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Tecnología Educativa

A sociedade contemporânea é marcada por três macrotendências que a identificam como uma sociedade singular na história humana: processo de mudança acelerada, desigualdade crescente e fibrilhação dos sistemas de poder. Tais tendências têm tido como efeitos um quadro de ameaças e oportunidades que tanto têm constituído gigantesco desafio aos sistemas educativos quanto configuram a urgência de ressocialização de todas as gerações vivas no sentido da construção de uma cidadania global. Nesse contexto, propõe-se um modelo que configura uma estratégia de educação para a cidadania, com dois eixos, quatro vertentes e dez áreas-chave. Seguidamente, descreve-se e discute-se a emergência quase explosiva dos Massive Open Online Courses (MOOC) a partir de instituições de ensino superior internacionalmente reconhecidas, no quadro do novo paradigma digital, sua diversidade e seu potencial ainda em aberto. Confrontando a nova abordagem educativa com o modelo de educação para a cidadania proposto, conclui-se constituir um meio robusto para o potenciar.Palavras-chave:Conjuntura. Macrotendências. Educação para a cidadania. MOOC. Tecnologia educativa. Paradigma digital.Link: http://revista.ibict.br/inclusao/article/view/4171/3642

scholarly journals Understanding Student Engagement in Large-Scale Open Online Courses: A Machine Learning Facilitated Analysis of Student’s Reflections in 18 Highly Rated MOOCs

2018 ◽  
Vol 19 (3) ◽  
Author(s):  
Khe Foon Hew ◽  
Chen Qiao ◽  
Ying Tang
Keyword(s):  
Machine Learning ◽  
Large Scale ◽  
Online Courses ◽  
Subject Area ◽  
Online Course ◽  
Valuable Insight ◽  
Course Quality ◽  
Learning Classifier ◽  
Quality Rating ◽  
Open Courses

Although massive open online courses (MOOCs) have attracted much worldwide attention, scholars still understand little about the specific elements that students find engaging in these large open courses. This study offers a new original contribution by using a machine learning classifier to analyze 24,612 reflective sentences posted by 5,884 students, who participated in one or more of 18 highly rated MOOCs. Highly rated MOOCs were sampled because they exemplify good practices or teaching strategies. We selected highly rated MOOCs from Coursetalk, an open user-driven aggregator and discovery website that allows students to search and review various MOOCs. We defined a highly rated MOOC as a free online course that received an overall five-star course quality rating, and received at least 50 reviews from different learners within a specific subject area. We described six specific themes found across the entire data corpus: (a) structure and pace, (b) video, (c) instructor, (d) content and resources, (e) interaction and support, and (f) assignment and assessment. The findings of this study provide valuable insight into factors that students find engaging in large-scale open online courses.

Arthroplasty registers: A review of international experiences

2009 ◽  
Vol 25 (01) ◽  
pp. 63-72 ◽  
Author(s):  
Victoria Serra-Sutton ◽  
Alejandro Allepuz ◽  
Mireia Espallargues ◽  
Gerold Labek ◽  
Joan M. V. Pons
Keyword(s):  
Qualitative Content Analysis ◽  
Annual Reports ◽  
The Internet ◽  
Web Pages ◽  
Sufficient Information ◽  
Health Administration ◽  
The Public ◽  
Additional Information ◽  
Orthopaedic Society ◽  
Governmental Funding

Objectives:Registers have proven to be a valuable instrument in the evaluation of arthroplasty procedures and the performance of implants. The aim of this study was to describe the structure, functioning, and content of arthroplasty registers in Europe and other parts of the world.Methods:A search of technical reports was carried out through the Internet and in Medline/PubMed. The exhaustiveness of the information was confirmed using the links to Web pages of other registers and contacts with key people. Aims, methods in data collection and evaluation, internal structure and organization, participants, validity of the data, and other variables were assessed for each arthroplasty register using a qualitative content analysis of the texts.Results:Fifteen arthroplasty registers were identified which published sufficient information to conduct a comparative analysis. Eight additional registers were identified but no information was available on the Internet or in English. Most registers were initiatives of an orthopaedic society receiving governmental funding. Data were collected using standardized clinical forms and additional information from clinical-administrative datasets or other registers (mortality, implant costs, hip fractures). The main outcome measure of these registers is survival of the prostheses. Registers use the Internet and their annual reports as the main strategy for the dissemination and feed-back of their results.Conclusions:Scientific or professional societies and the public health administration should collaborate in the development of arthroplasty registers. To adequately assess the results of observational data information on the structure, the process of arthroplasty interventions and patients characteristics should be collected.

Differences of instructor presence levels in predominately online versus predominately not online courses within the community college setting

2018 ◽  
Author(s):  
◽  
Marcie M. Cutsinger
Keyword(s):  
Community Of Inquiry ◽  
Online Courses ◽  
Online Course ◽  
University Of Missouri ◽  
Significance Level ◽  
Learning Modalities ◽  
Significant Difference ◽  
Instructor Presence ◽  
Community Of Inquiry Framework ◽  
The Impact

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this study was to gain insight into the level of instructor presence in the predominately online versus the predominately not online course. The increase in both the number of students enrolling on online courses and the number of courses/programs offered magnifies the need to address instructor presence. This case study considers students' perception of instructor presence in a predominately online and predominately not online course. Instructor presence was examined using the Community of Inquiry framework. The Community of Inquiry is a framework used to examine social, teaching and cognitive presence and the impact of such. Data was gathered from two courses in the different learning modalities. Students were enrolled in the courses at the same time with the same instructor. Statistical analysis utilized in this study included the Mann Whitney U, Spearman's rho and Kendall tau. A significance level of P less than (.05) was used for all tests. This research found no statistically significant difference in the levels of instructor presence in a predominately online course when compared to a predominately not online course. The two significant results in relation to instructor presence and course satisfaction were mixed. Course outcome and instructor presence are addressed with discussion and recommendations for further research included. This study contributes to the research by providing further data regarding students' perception of and the significance of instructor presence.

Web Accessibility of the Top Research-Intensive Universities in the UK

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110566
Author(s):  
Sophia Alim
Keyword(s):  
Higher Education ◽  
Web Accessibility ◽  
The Body ◽  
Web Pages ◽  
Wcag 2.0 ◽  
Body Of Knowledge ◽  
Text Content ◽  
The Uk ◽  
Future Technologies ◽  
The University

Although the web accessibility of universities around the world is well documented, much remains unknown about this aspect of higher education institutions in the UK. Using three automated web accessibility tools (TAW, WAVE and EIII Page Checker), this study explores the accessibility of the homepages of 66 research-intensive universities with respect to the WCAG 2.0 checkpoints. The results show that the most common checkpoint violations involve the provision of text alternatives for non-text content, contrast errors and the need to increase the computability of webpages with future technologies and tools. The results show that there are variations between UK universities, and there is some evidence of consistent compliance amongst the university homepages. However, when evaluated against results from similar studies of web accessibility in other countries, these web pages perform well. Overall, this study adds to the body of knowledge on web accessibility in higher education in the UK.

Rough Set Theory Application in Online Course Satisfaction

2011 ◽  
Vol 271-273 ◽  
pp. 1239-1242
Author(s):  
Shao Jun Chen
Keyword(s):  
Set Theory ◽  
Rough Set ◽  
Rough Set Theory ◽  
Online Courses ◽  
Educational Environment ◽  
Course Satisfaction ◽  
Online Course ◽  
High Quality ◽  
Proposed Model ◽  
Theory Application

The most important issue for online courses is to provide learners with high quality satisfacion. In order to resolve the question and evaluating course satisfaction , rough set theory is proposed in this article, by which we reduce 10 attributes to 5 and get the index of value assessment.As a result, teachers can make an adjustment to achieve better effect in teaching by taking advantage of the method.The proposed model can be applied to not only a network environment but also remote educational environment.

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