This paper presents the results of an interview‐based study of the use of virtual learning environments (VLEs) among dyslexic students. Interviews were carried out with 12 informants who had been formally diagnosed as dyslexic. The informants were either enrolled in a university or college programme, or had graduated less than a year before the interview. The findings reveal that dyslexic students experience a number of challenges associated with VLE use, including information overload, imperfect word processing tools, inadequate search functions, and having to relate to more than one system at a time.
The development of Massive Open Online Courses (MOOCs) has provided unique learning opportunities for many people. In the meantime, the lack of accessibility in some MOOCs has also created barriers for diverse learners. In this paper, we present the preliminary results from a study on the accessibility a selected set of MOOCs on the Coursera platform for blind learners who use screen readers and Braille to interact with computers and mobile devices.
Purpose Students in higher education are a diverse group comprising people with different backgrounds and abilities. Regulations require that digital learning materials and platforms employed in higher education accommodate this diversity. Furthermore, they require faculty members to have an understanding of universal design and digital accessibility, as well as practical knowledge of how to make learning materials and courses accessible for more students. The goal of this research is to gain insight into the status of such knowledge among faculty members. Methods The research presented in this paper involved a qualitative study. Semi-structured interviews were conducted with 35 faculty members employed in higher education institutions (HEIs) in Norway and Poland. The participants worked in the computer science and engineering disciplines. The data was analysed using thematic analysis, and two main themes and six sub-themes were identified. Results We found that most participants lack sufficient understanding of digital barriers and assistive technologies. Very few were aware of legislation and guidelines related to universal design. Most importantly, the majority lack practical knowledge on how to make digital learning materials and courses accessible. Furthermore, the solutions they propose for addressing the barriers are intuitive and only encompass barriers that are easy to recognise and identify. Conclusion The findings indicate that there is a gap between legislation and implementation in practice when it comes to making digital learning materials accessible in higher education. The lack of knowledge among faculty members shows that training is necessary to increase understanding and practical knowledge, and HEIs should prioritise this in strategies and action plans going forward.
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