Accessible Learning Management Systems in Higher Education

Wilkens, Leevke; Bühler, Christian; Bosse, Ingo

doi:10.1007/978-3-030-49108-6_23

Cited by 5 publications

(1 citation statement)

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“…This can be outlined as exemplary for chats: while many chats are already accessible, problems arise when using a chat for synchronous communication or during video conferences: Employing a screen reader is time-consuming as it takes more time to read and follow up with response messages, in a video conference one has to decide whether to follow the speaker or his or her screen reader, reading the messages in the chat. The importance students place on feedback raises additional questions for lecturers, such as how to provide every student with feedback on time (Wilkens et al, 2020). Thus, the need for an overall didactical concept in digital teaching becomes obvious.…”

Section: Discussionmentioning

confidence: 99%

Digital Teaching, Inclusion and Students’ Needs: Student Perspectives on Participation and Access in Higher Education

Wilkens

Haage

Lüttmann

et al. 2021

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In this article we discuss the contribution of digitalisation for equal participation in higher education. Its potential is often postulated, but accessibility is seldom examined in this context. Despite the challenges and difficulties created in the summer term of 2020, this semester has provided a great opportunity to collect data on digital teaching, as face‐to‐face teaching needed to be transformed into digital teaching. Based on two surveys conducted in the summer of 2020, current practices and students’ needs regarding accessibility are outlined. Despite the circumstances, it can be derived from the surveys that digital teaching generally provides a variety of advantages for students with disabilities, although some tools and platforms remain not fully accessible to them. Additionally, the results indicate that not only students with sensory impairments benefit from the principles of the Web Content Accessibility Guidelines (2018). In particular, the principles ‘operable’ and ‘understandable’ are beneficial for students with mental health difficulties. Regarding the assessment of accessibility features, the study shows that the perception of students with and without impairments is very similar.

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Section: Discussionmentioning

confidence: 99%