Distance learning: Eliminating the digital divide
Sheryl Burgstahler, DO-IT, Accessit, University of Washington, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-44-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Distance learning courses offer opportunities for education and career enhancement for those who have access to the technologies they employ. However, many people find themselves on the wrong side of the digital divide that separates those with access to new technologies and those without. Even if they have access to these technologies, some people with disabilities find themselves on the wrong side of a second digital divide that is caused by the inaccessible design of coursework. This paper discusses access, legal, and policy issues and presents an overview of design considerations for assuring that a distance learning course is accessible to potential instructors and students with a wide range of abilities and disabilities. The field of universal design provides a framework for this discussion. The content of this article can be used to help distance learning programs develop policies, guidelines, and procedures for making their courses accessible to everyone.
Burgstahler, S. (2002). Distance learning: Eliminating the digital divide. In D. Willis, J. Price & N. Davis (Eds.), Proceedings of SITE 2002--Society for Information Technology & Teacher Education International Conference (pp. 367-371). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).
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Daniela Marghitu & Sean Meredith, Auburn University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 631–634
Use of Information Technology to Improve the Teaching, Learning and Coordinating Process in a Computer Fluency Course
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Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 1267–1274
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