Students with disabilities and online learning: A cross-institutional study of perceived satisfaction with accessibility compliance and services
Jodi B. Roberts, Laura A. Crittenden, Jason C. Crittenden
Internet and Higher Education Volume 14, Number 4, ISSN 1096-7516 Publisher: Elsevier Ltd
Distance education has grown significantly over the past two decades, and the need to evaluate and enforce online course federal accessibility standards is gaining momentum among educators, students, and legislators. The purpose of this study was to determine if students with disabilities, who are enrolled in online courses, certifications, and degree programs, are satisfied with their respective institutions’ accessibility and compliance services and with their ability to be academically successful in an online learning environment. The results of the study indicated that students with a disability perceive their disability to have a negative impact on their ability to succeed in online courses; however, the majority reported that their requests for accommodations were met. Recommendations on how institutions can take steps toward meeting all accessibility standards without sacrificing rigor and dynamic online course design are provided.
Roberts, J.B., Crittenden, L.A. & Crittenden, J.C. (2011). Students with disabilities and online learning: A cross-institutional study of perceived satisfaction with accessibility compliance and services. Internet and Higher Education, 14(4), 242-250. Elsevier Ltd. Retrieved March 31, 2023 from https://www.learntechlib.org/p/53723/.
This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2011.05.004
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Retrofitting an Online Graduate Course for ADA Compliance: The Case for Universal Design for Learning
Dennis Mike & Marjorie Harrington, Canisius College, United States
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 789–794
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