Accessibility Issues in Learning Management Systems for Learning Disabled: A Survey

Pirani, Zainab; Sasikumar, M.

doi:10.1007/978-3-319-01778-5_26

Cited by 8 publications

(3 citation statements)

References 3 publications

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“…Though in the traditional face-to-face teaching, facial expressions, body language as well as the voices of teachers and peers affect the comprehension and formative evaluation of the students (Bao, 2020), a blended pedagogy could enable UEW to expand its admission capacity. Pirani and Sasikumar (2014) posit that the elastic nature of LMS makes it ideal for any type of educational structure. It is, therefore, assumed that the LMS would make education accessible to both the abled and the disabled.…”

Section: Demographic Characteristics Of Respondentsmentioning

confidence: 99%

COVID-19 and Online Learning: A SWOT Analysis of Users’ Perspectives on Learning Management System of University of Education, Winneba, Ghana

Dampson

Addai-Mununkum

Apau

et al. 2020

IJLTER

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This study investigated users’ perceptions of the University of Education, Winneba (UEW) Learning Management Systems (LMS) based on SWOT. The study adopted the explanatory sequential mixed methods which sampled 3272 students and 20 lecturers by using the stratified and purposive sampling techniques, respectively. The study used questionnaires and semi-structured interview guides to collect quantitative and qualitative data. Quantitative data were analyzed using Means and Standard Deviations, Independent Samples t-test, and ANOVA. The qualitative data was analyzed thematically. The study found that UEW LMS is perceived to have elements of weaknesses and threats as well as strengths and opportunities. The study further found that the users of LMS differ in their perceptions in terms of SWOT based on students’ age. The students, however, did not differ significantly in their perceptions of SWOT based on gender. The study recommended that the management of UEW LMS need to educate both lecturers and students about the benefits that LMS offers to its users. Management of the UEW should make the usage of the LMS compulsory for teaching and learning while taking into consideration the age, level as well as the programme of study in the design and implementation of subsequent online platforms for students and lecturers.

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Section: Demographic Characteristics Of Respondentsmentioning

confidence: 99%

COVID-19 and Online Learning: A SWOT Analysis of Users’ Perspectives on Learning Management System of University of Education, Winneba, Ghana

Dampson

Addai-Mununkum

Apau

et al. 2020

IJLTER

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show abstract

“…In addition, recent research has revealed low accessibility compliance with popular Learning Management Systems (LMS) for various populations (Chen et al, 2015;Pirani & Sasikumar, 2014) despite prominent field recommendations for LMS to include accessibility and Universal Design as one of five core functionalities (Brown, Dehoney, & Millichap, 2015). Kent (2015) would seem to agree, noting the low field organization certification rate of learning management systems at a top-tiered level, which indicates the highest rates of compliance.…”

Section: Effectiveness Of Accessible Instructional Materialsmentioning

confidence: 99%

State of practice in accessible instructional material policy in public post-secondary settings

McGowan¹

2019

AIJ

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For many students, easy access to instructional materials is an expectation of course enrollment. However, for students with disabilities, obtaining instructional materials may involve hurdles such as transcription, captioning, and requesting a braille or large-print version. In order to explore themes related to accessibility and services for students with disabilities, the goal of this study was to examine the similarities and differences between publicly communicated policies related to accessible instructional materials in public post-secondary educational settings. To that end, this study consists of website-provided accessible instructional materials policy of 60 higher educational institutions, representing five American geographic areas and four institutional types in order to discover common themes in the presentation of findings. While high resource institutions presented the largest breadth of findings, duplication of purposes meant that some institutions with lower resource levels presented materials in a more comprehensive grouping manner. In addition, evidence exists that institutions are presenting an incomplete picture of accessibility requirements and despite the prevalence of resources, service regarding accessible instructional materials is uneven across institutional types and locations.

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“…Accessibility describes materials that may be accessed by individuals with disabilities, depending upon the type of disabilities and special needs, screen content, layout and navigation has to vary (Horton, 2000). The analysis of the data that Pirani & Sasikumar (2014) collect in their research, pointed nine evaluation criteria of the existing learning management systems: pedagogical support, accessibility compliance, content authoring, migration of existing courses, sections and groups, E-portfolio, testing and assessment tools, training, gradebook and student tracking, thus from the obtained results can be concluded that available open source LMS in the market are not at all matching the accessibility needs or requirements of the LD students.…”

Section: Introductionmentioning

confidence: 99%

Accessible Learning Management Systems: Students’ Experiences and Insights

Ristovska

Rashikj-Canevska

Tasevska

et al. 2021

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Learning Management System (LMS) is a type of an e-learning system is one of the main infrastructural requirements that improves access to higher education for persons with disabilities. The primary aim of the research study[1] was to explore perceptions of students with disabilities regarding the use and accessibility of learning management systems and benefits and/or barriers in e-learning. Students mainly have negative experiences while attempting to enter university web-sites/libraries/LMSs because of the inadequate adaptation to the specific needs of students with disabilities. In countries that do not have a developed LMS, the prevalent mean of communication with professors is via e-mail, in those where there is a LMS, there is not a fully accessibility of entire content and services for students with special needs. This research defined the need for creation of an accessible LMS or adjusted already existing LMS with accessibility solutions such as: a text-to-speech engine for blind students, a mode with sign language support for deaf students and a mode which supports dyslexic.

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Accessibility Issues in Learning Management Systems for Learning Disabled: A Survey

Cited by 8 publications

References 3 publications

COVID-19 and Online Learning: A SWOT Analysis of Users’ Perspectives on Learning Management System of University of Education, Winneba, Ghana

COVID-19 and Online Learning: A SWOT Analysis of Users’ Perspectives on Learning Management System of University of Education, Winneba, Ghana

State of practice in accessible instructional material policy in public post-secondary settings

Accessible Learning Management Systems: Students’ Experiences and Insights

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