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Learnings From Post-Secondary Students on E-Learning Accessibility and Accessibility Evaluation Methods
PROCEEDINGS

, , York University, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

In this study, post-secondary students were recruited to participate in accessibility evaluation of a sample online course. Students’ on-screen interactions and verbalizations were recorded as they completed course units, and they participated in moderated and unmoderated accessibility evaluation (working in the presence and absence of a researcher). Students provided valuable feedback about accessibility of the course as related to accessing content, performing tasks, and understanding content, as well as insight into general factors that impact accessibility from their perspectives. Most students preferred to participate in unmoderated sessions, highlighting the need for more research into methodologies to support student-centered accessibility evaluation.

Citation

Kumar, K. & Owston, R. (2012). Learnings From Post-Secondary Students on E-Learning Accessibility and Accessibility Evaluation Methods. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 663-669). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved January 26, 2020 from .

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