Accessibility in Online Courses: A Review of National and Statewide Evaluation Instruments

Sally J. Baldwin; Yu-Hui Ching

doi:10.1007/s11528-021-00624-6

Accessibility in Online Courses: A Review of National and Statewide Evaluation Instruments

Sally J. Baldwin, Yu-Hui Ching

Educational Leadership, Research, and Technology

Boise State University

Research output: Contribution to journal › Article › peer-review

12 Scopus citations

Abstract

Accessible online courses enable learning and promote equity. This paper reviews seven national and statewide online course design instruments and identifies 14 recurrent accessibility themes that occur in two to six instruments. This paper then discusses how these recurrent themes address the accessibility guidelines from the Office of Civil Rights, the Web Content Accessibility Guidelines (WCAG), and the framework of Universal Design for Learning. This paper outlines research-supported design practices that promote accessibility and, in turn, increase learning, engagement, and equity.

Original language	American English
Pages (from-to)	731-742
Number of pages	12
Journal	TechTrends
Volume	65
Issue number	5
DOIs	https://doi.org/10.1007/s11528-021-00624-6
State	Published - Sep 2021

Keywords

Accessibility
Blackboard
Canvas
Higher education
Instructional design
OEI
Online course design
Online learning
OSCQR
QLT
Quality Matters
Universal Design for Learning
WCAG

EGS Disciplines

Educational Technology
Instructional Media Design

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10.1007/s11528-021-00624-6

Cite this

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title = "Accessibility in Online Courses: A Review of National and Statewide Evaluation Instruments",

abstract = "Accessible online courses enable learning and promote equity. This paper reviews seven national and statewide online course design instruments and identifies 14 recurrent accessibility themes that occur in two to six instruments. This paper then discusses how these recurrent themes address the accessibility guidelines from the Office of Civil Rights, the Web Content Accessibility Guidelines (WCAG), and the framework of Universal Design for Learning. This paper outlines research-supported design practices that promote accessibility and, in turn, increase learning, engagement, and equity.",

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author = "Baldwin, {Sally J.} and Yu-Hui Ching",

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year = "2021",

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N2 - Accessible online courses enable learning and promote equity. This paper reviews seven national and statewide online course design instruments and identifies 14 recurrent accessibility themes that occur in two to six instruments. This paper then discusses how these recurrent themes address the accessibility guidelines from the Office of Civil Rights, the Web Content Accessibility Guidelines (WCAG), and the framework of Universal Design for Learning. This paper outlines research-supported design practices that promote accessibility and, in turn, increase learning, engagement, and equity.

AB - Accessible online courses enable learning and promote equity. This paper reviews seven national and statewide online course design instruments and identifies 14 recurrent accessibility themes that occur in two to six instruments. This paper then discusses how these recurrent themes address the accessibility guidelines from the Office of Civil Rights, the Web Content Accessibility Guidelines (WCAG), and the framework of Universal Design for Learning. This paper outlines research-supported design practices that promote accessibility and, in turn, increase learning, engagement, and equity.

KW - Accessibility

KW - Blackboard

KW - Canvas

KW - Higher education

KW - Instructional design

KW - OEI

KW - Online course design

KW - Online learning

KW - OSCQR

KW - QLT

KW - Quality Matters

KW - Universal Design for Learning

KW - WCAG

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UR - https://scholarworks.boisestate.edu/edtech_facpubs/281

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JO - TechTrends

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IS - 5

ER -

Accessibility in Online Courses: A Review of National and Statewide Evaluation Instruments

Abstract

Keywords

EGS Disciplines

Access to Document

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