A First Look into MOOCs Accessibility

Al-Mouh, Najd A.; Al-Khalifa, Atheer S.; Al‐Khalifa, Hend S.

doi:10.1007/978-3-319-08596-8_22

Cited by 36 publications

(19 citation statements)

References 5 publications

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“…En dichos estudios, se observó si los MOOC reunían ciertas características para mejorar la experiencia de las personas de la tercera edad, tales como, técnicas, estrategias y criterios de accesibilidad orientados a mejorar su aprendizaje. De ahí, se lograron abstraer trabajos tales como (Al-Mouh, Al-Khalifa, & Al-Khalifa, 2014;Sánchez-Gordón & Luján-Mora, 2013;UTEID, 2014). En donde, Al-Mouh et al (2014), realizó pruebas de accesibilidad en cursos desplegados en la plataforma Coursera; sin embargo, los MOOC ahí analizados, no reunían los criterios mínimos de accesibilidad para personas de la tercera edad.…”

Section: Trabajo Relacionadounclassified

“…De ahí, se lograron abstraer trabajos tales como (Al-Mouh, Al-Khalifa, & Al-Khalifa, 2014;Sánchez-Gordón & Luján-Mora, 2013;UTEID, 2014). En donde, Al-Mouh et al (2014), realizó pruebas de accesibilidad en cursos desplegados en la plataforma Coursera; sin embargo, los MOOC ahí analizados, no reunían los criterios mínimos de accesibilidad para personas de la tercera edad. Además, Sánchez-Gordón & Luján-Mora (2013) toman en cuenta algunas consideraciones para la creación de MOOC orientados a adultos mayores.…”

Section: Trabajo Relacionadounclassified

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MOOCEP: Un método para construir cursos masivos para Adultos Mayores: Usando una creación MOOCEP

et al. 2018

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Hoy en día, la población de adultos mayores se ha incrementado significativamente en relación al total de la población mundial, así también este segmento en los últimos años ha mostrado una mayor adherencia e interés a los avances tecnológicos, entre ellos el Internet y sus servicios con la finalidad de desarrollar diferentes actividades tales como entretenimiento, información de actualidad, aprendizaje de diferentes tópicos, entre otros. Sin embargo, las aplicaciones y sitios web no tienen en cuenta los requisitos específicos de las personas de la tercera edad. De ahí, es necesario contar con metodologías, procesos y herramientas, las mismas que tengan en cuenta formas apropiadas de interacción, específicas para este sector vulnerable de la población. Este artículo es una extensión al presentado en la conferencia INCISCOS 2017, en la cual se propuso una metodología para la creación de cursos masivos en línea denominada MOOCEP; y en este trabajo, se ha visto conveniente probar los artefactos creados utilizando la misma, por medio de la presentación de dichos recursos a personas de la tercera edad, con la finalidad de realizar una comparativa del antes y después del conocimiento de los diversos temas presentados en la plataforma de aprendizaje.

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Section: Trabajo Relacionadounclassified

MOOCEP: Un método para construir cursos masivos para Adultos Mayores: Usando una creación MOOCEP

et al. 2018

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“…Note that there exist pending accessibility issues in elearning platforms, including traditional LMSs (Iglesias, Moreno, Martínez, & Calvo, , Calvo, Iglesias, & Moreno, ) and MOOC platforms (Sanchez‐Gordon & Lujan‐Mora, , Al‐Mouh, Al‐Khalifa, & Al‐Khalifa, , Bohnsack & Puhl, ). The experience of setting accessibility preferences through a VLE involves dealing with the complexity of control panels, which is problematic for users who are unfamiliar with the impact of changes, and the jargon used, as reported in Heron, Hanson, and Ricketts ().…”

Section: Related Backgroundmentioning

confidence: 99%

Setting accessibility preferences about learning objects within adaptive elearning systems: User experience and organizational aspects

et al. 2016

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Higher and further education providers are facing the challenge of supporting the interaction needs of an increasing number of students who feature accessibility preferences to use both elearning contents and services. In the next future, we can expect that, within adaptive elearning systems, both automatic and manual procedures will interoperate to elicit users' interaction needs for ensuring accessibility. In this paper, we report findings from the user experience with the self‐assessment of interaction needs, as part of a content personalization system, which tackles possible mismatches in the interaction between the user and the learning objects. All stakeholders involved in providing this service along with intended user groups (students with visual, auditory or mobility impairments, and without impairments) participated in the evaluation with over 100 users described in this paper. From the evaluation, results follow that our approach allows students to self‐assess and report adequately their interaction preferences. Furthermore, the paper describes findings of interest and open issues about how massive online courses may address the accessibility needs of an increasing number of elearning users.

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“…In terms of accessibility assessment with learners, Al-Mouh et al (2014) evaluated ten Coursera courses of different disciplines such as technology, design, humanities and physics for their suitability for blind or partially sighted learners. Two participants were included in the evaluations: they had problems in some key tasks such as browsing the contents, accessing video-lessons or performing tests.…”

Section: Introductionmentioning

confidence: 99%

Accessibility of MOOCs: Understanding the Provider Perspective

Iniesto¹,

McAndrew²,

Minocha³

et al. 2016

Journal of Interactive Media in Education

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Massive Online Open Courses (MOOCs) have become an accepted way to make learning opportunities available at large scale and with low cost to the learner. However, only if these are made accessible will they be able to offer flexibility of learning and benefits to all, irrespective of disability. Experience in providing accessible online learning at distance universities suggests that this can be best achieved through understanding different roles and the options in planning for adjustments to be made. To effectively apply similar approaches to MOOCs, it is necessary to understand the various viewpoints and roles of stakeholders and how these impact on accessibility. This includes educators who create materials and facilitate learning, and technologists who develop and maintain platforms. In this paper, we report the results from a study involving semi-structured interviews to investigate the perceptions and accessibility-related processes of MOOC platform accessibility managers, platform software developers and designers, and MOOC accessibility researchers. Our results show the awareness that MOOCs can be valuable for disabled learners, and indicate that legislation acts as a driver for accessibility. However, our investigations suggest limited progress to date in either producing universally accessible MOOCs, or tailoring MOOCs to meet the needs of individual learners with disabilities.

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A First Look into MOOCs Accessibility

Cited by 36 publications

References 5 publications

MOOCEP: Un método para construir cursos masivos para Adultos Mayores: Usando una creación MOOCEP

MOOCEP: Un método para construir cursos masivos para Adultos Mayores: Usando una creación MOOCEP

Setting accessibility preferences about learning objects within adaptive elearning systems: User experience and organizational aspects

Accessibility of MOOCs: Understanding the Provider Perspective

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