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Accessible Online Learning

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Bibliographic Details
Title: Accessible Online Learning
Language: English
Authors: Case, D. Elizabeth, Davidson, Roseanna C.
Source: New Directions for Student Services. Sum 2011 (134):47-58.
Availability: John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Peer Reviewed: Y
Physical Description: PDF
Page Count: 12
Publication Date: 2011
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Electronic Learning, Higher Education, Cognitive Style, Online Courses, Disabilities, Educational Technology, Access to Education, Postsecondary Education, Equal Education, Student Needs, Academic Accommodations (Disabilities), Instructional Design
DOI: 10.1002/ss.394
ISSN: 0164-7970
Abstract: The number of online courses offered at the postsecondary level is increasing at a rate greater than the increase in overall higher education enrollment, with approximately one of every four higher education students taking at least one course online (Allen and Seaman, 2009). In 2008, students with disabilities represented nearly 11% of all postsecondary students (U.S. Government Accountability Office, 2009), yet whether students with disabilities can access these courses is rarely considered (Kinash, Crichton, and Kim-Rupnow, 2004). Students with disabilities cannot be denied the opportunity to take online courses, assuming they meet the academic prerequisites required of all students for the course. However, like all other students, those with disabilities should consider their own preferred learning style to determine if an online course provides a good fit. In addition, most of the steps required to create accessible materials are simple and do not require much additional time and effort. Implementing the accessibility features discussed in this chapter when designing online courses saves time, money, and stress and benefits all students. Most of the techniques for adapting materials are simple to use, and even many people without much computer experience can do them. Although nothing will guarantee complete accessibility to all potential students, advance planning will reduce the number of individual accommodations needed when a student with a disability takes an online course.
Abstractor: ERIC
Number of References: 12
Entry Date: 2011
Accession Number: EJ935577
Database: ERIC
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  Data: Accessible Online Learning
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  Data: John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
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  Data: <searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Disabilities%22">Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Accommodations+%28Disabilities%29%22">Academic Accommodations (Disabilities)</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink>
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  Data: 10.1002/ss.394
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  Data: The number of online courses offered at the postsecondary level is increasing at a rate greater than the increase in overall higher education enrollment, with approximately one of every four higher education students taking at least one course online (Allen and Seaman, 2009). In 2008, students with disabilities represented nearly 11% of all postsecondary students (U.S. Government Accountability Office, 2009), yet whether students with disabilities can access these courses is rarely considered (Kinash, Crichton, and Kim-Rupnow, 2004). Students with disabilities cannot be denied the opportunity to take online courses, assuming they meet the academic prerequisites required of all students for the course. However, like all other students, those with disabilities should consider their own preferred learning style to determine if an online course provides a good fit. In addition, most of the steps required to create accessible materials are simple and do not require much additional time and effort. Implementing the accessibility features discussed in this chapter when designing online courses saves time, money, and stress and benefits all students. Most of the techniques for adapting materials are simple to use, and even many people without much computer experience can do them. Although nothing will guarantee complete accessibility to all potential students, advance planning will reduce the number of individual accommodations needed when a student with a disability takes an online course.
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      – SubjectFull: Cognitive Style
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