More to Do than Can Ever Be Done: Reconciling Library Online Learning Objects with WCAG 2.1 Standards for Accessibility

Chee, Michael; Davidian, Zia; Weaver, Kari

doi:10.1080/19322909.2022.2062521

Cited by 6 publications

(7 citation statements)

References 45 publications

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“…The findings show that the support needed for effective learning to happen requires the combination of all stakeholders in the process of learning: fellow students, the education provider as well as the teacher for effective learning to take place. The results correspond to previous findings in the context of Malaysia that show a lack of learner control and self-directed learning is the challenge faced by the online learning environment (e.g., Chee et al, 2022;Chung et al, 2020). The need for peer support is especially important when learners control, and self-directed learning is essential for online learning effectiveness.…”

Section: Discussionsupporting

confidence: 88%

An Integrated Framework of Online Learning Effectiveness in Institutions of Higher Learning

Abdullah,

Ramdan,

Ngah

et al. 2024

EUROPEAN J ED RES

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<p><p style="text-align:justify">In the early stages of adopting online learning, both learners and teachers displayed resistance, but the COVID-19 pandemic has forced a widespread shift to digital learning. To facilitate this transition, there is a growing focus on highlighting the effectiveness of online learning, which directly impacts learning outcomes. This study investigates online learning effectiveness through an integrated framework that considers online assessment practices and online course design as independent variables, with online learning support as a moderating variable. Understanding the effectiveness of online learning is crucial as hybrid learning becomes the "new norm" in education, combining online and offline methods for teaching the digital generation. Using a quantitative research design involving 232 students at Universiti Kebangsaan Malaysia, the study found that online assessment practices and course design significantly influence students perceived learning outcomes in an online learning environment. Additionally, online learning support positively moderates this relationship. These findings offer a comprehensive perspective on how online assessment practices, course design, and support systems contribute to the quality of higher education in Malaysia amidst evolving educational practices.</p></p>

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Section: Discussionsupporting

confidence: 88%

An Integrated Framework of Online Learning Effectiveness in Institutions of Higher Learning

Abdullah,

Ramdan,

Ngah

et al. 2024

EUROPEAN J ED RES

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“…Another research work provides an in-depth analysis of these new WCAG 2.1 criteria, demonstrating how they enhance the user experience for a wider audience [9].…”

Section: The Emergence Of Wcag 21mentioning

confidence: 99%

“…WCAG 2.1 encompasses a mix of normative and informative guidelines [11], mirroring the structure found in WCAG 2.0, and it introduces an additional 17 success criteria aimed at advancing web accessibility [12]. Transitioning to WCAG 2.1 offers numerous benefits such as enhanced accessibility, an enriched user experience, adherence to legal standards, broader audience engagement, preparation for future requirements, advantages in search engine optimization, ethical considerations, and gaining a competitive edge in the online marketplace [9]. It is a worthwhile investment promoting diversity while ensuring your digital information remains relevant and accessible in an ever-changing internet world.…”

Section: Understanding Wcag Guidelines and Key Changes In Wcag 21mentioning

confidence: 99%

“…Failure to comply with web accessibility regulations has resulted in litigation against governments and businesses [8]. Transitioning to WCAG 2.1 offers multiple benefits such as enhanced accessibility, a better user experience, adherence to legal standards, broader audience engagement, readiness for future developments, advantages in search engine optimization, ethical commitments, and a stronger position in the online marketplace [9]. It is a worthwhile investment promoting diversity while ensuring your digital information remains relevant and accessible in an ever-changing internet world.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Untitled

2024

IJWesT

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In this research, we explore the vital transition of Design Systems from Web Content Accessibility Guidelines (WCAG) 2.0 to WCAG 2.1, emphasizing its role in enhancing web accessibility and inclusivity in digital environments. The study outlines a comprehensive strategy for achieving WCAG 2.1 compliance, encompassing assessment, strategic planning, implementation, and testing, with a focus on collaboration and user involvement. It also addresses the challenges in using web accessibility tools, such as their complexity and the dynamic nature of accessibility standards. The paper looks forward to the integration of emerging technologies like AI, ML, NLP, VR, and AR in accessibility tools, advocating for universal design and user-centered approaches. This research acts as a crucial guide for organizations aiming to navigate the changing landscape of web accessibility, underscoring the importance of continuous learning and adaptation to maintain and enhance accessibility in digital platforms.

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“…It is important to note that Word documents and HTML outputs are not born accessible. 2 The accessible format conversation often sets up a false dichotomy between PDF and other…”

Section: Document Creation In the Academic Librarymentioning

confidence: 99%

The great PDF debate: Accessible or impossible?

Chee¹,

Weaver²

2022

CRLN

Self Cite

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One of the most basic products of the academic library, the electronic text document, has been the object of recent discussion among accessibility champions-specifically, the ideal accessible format in which text documents should be published online. Such text documents may serve a wide range of purposes, including instructional (e.g., worksheets), informational (e.g., staff directory), or promotional (e.g., annual report). Text documents may be published in a range of formats, but in the academic library context are usually published and made available as Microsoft Word documents, PDF documents, or HTML webpages. While the PDF has long been the preferred publication format, recent publications have questioned this, suggesting that PDF may be less accessible than alternatives like the Word document. 1 We must consider when and where PDFs make sense as a useful format that can be made accessible, and where we can engage in an effort to set standards for accessibility compliance.

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More to Do than Can Ever Be Done: Reconciling Library Online Learning Objects with WCAG 2.1 Standards for Accessibility

Cited by 6 publications

References 45 publications

An Integrated Framework of Online Learning Effectiveness in Institutions of Higher Learning

An Integrated Framework of Online Learning Effectiveness in Institutions of Higher Learning

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The great PDF debate: Accessible or impossible?

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