Analysis of Accessibility of the e-Learning Platforms According to the WCAG 2.0 Standard Compliance

Bocevska, Andrijana; Savoska, Snezana; Ristevski, Blagoj; Blazheska-Tabakovska, Natasa

doi:10.20544/aiit2018.p06

Cited by 9 publications

(9 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Firstly, we analyze five Learning Management Systems (Moodle, Eliademy, Docebo, Sakai and Atutor) that are most used by the community according to Gartner, which does not mean that they are the best for all e-learning areas. We aimed to analyse the accessibility of LMSs for people with disabilities considering the criteria with different levels of compliance in accordance with the WCAG 2.0 standard [5]. We realize that each of the analysed LMSs is with unique features.…”

Section: Cross4all E-learning System For Increasing Health Literacymentioning

confidence: 99%

“…This analysis was expanded in accordance with the additional demands of WCAG 2.1 standard, which includes 17 new success criteria: five for Level A, seven for Level AA and five for Level AAA of compliance. Most of the criteria are fulfilled [6]. The comparison tables can be seen at [5,6] as well as the explanation why the ATutor platform is chosen.…”

Section: Cross4all E-learning System For Increasing Health Literacymentioning

confidence: 99%

See 1 more Smart Citation

Increase digital health literacy with the practical implementation of an e-learning system according to WCAG compliance standards

Blazeska-Tabakovska,

Savoska,

Bocevska

et al. 2023

Ann. Sofia Univ. Fac. Math. Informat.

View full text Add to dashboard Cite

Individuals with cognitive difficulties (CD) have very limited access to appropriate learning resources. Their unique individual needs and requirements prevent them from accessing traditional online formal and informal learning methods, and resources are usually inadequate. We develop an e-learning platform with health content as an opportunity for all to increase digital health literacy, including people with cognitive disabilities. The paper aims to present some feature's settings important for people with a wide range of cognitive disabilities.

show abstract

Section: Cross4all E-learning System For Increasing Health Literacymentioning

confidence: 99%

Section: Cross4all E-learning System For Increasing Health Literacymentioning

confidence: 99%

Increase digital health literacy with the practical implementation of an e-learning system according to WCAG compliance standards

Blazeska-Tabakovska,

Savoska,

Bocevska

et al. 2023

Ann. Sofia Univ. Fac. Math. Informat.

View full text Add to dashboard Cite

show abstract

“…Moodle is a LMS with open-source platform modules customized according to user needs [39]. Furthermore, it features dashboards, learner tracking, and multimedia support; and it allows creating a mobile-friendly application through integrating third-party add-ons [40]. Nonetheless, the faculty have still little knowledge and moderate competence on the use of Moodle.…”

Section: Knowledge and Competence On And In The Use Of Lmsmentioning

confidence: 99%

Readiness of teachers on flexible learning: Basis for a capability-building program

Cadorna

Jaramilla

et al. 2022

IJERE

View full text Add to dashboard Cite

<span lang="EN-US">This study focused on the faculty members’ readiness to use flexible learning at a state university in the Philippines. There were 547 faculty members from all levels completed an online survey questionnaire using the descriptive research method. The faculty members are ready regarding the availability of IT tools and internet connectivity. Still, they are not so much prepared as to their knowledge and competence on using flexible learning. The majority have wireless connections but are considered intermittent. Most of the faculty members use books as their teaching materials. Only very few have learning materials like modules, worktexts, manuals, and workbooks. Most of them are still oriented to face-to-face communication with students and are not familiar with the other equally responsive pedagogies requiring less data usage, or no data usage. Many faculty members have tried using online learning delivery modes, but they are still not confident using them. They have little knowledge about learning management systems and are moderately competent in using them. Based on the findings is the capability-building program which was already implemented and sustained.</span>

show abstract

“…The technologies are/will be used for improving learning tools that have been a rapidly evolving topic area and will be in future. For example, Bocevska et al (2018) defined a personalized learning method as a part of LMS improvement that refers to a variety of learning experiences, approaches and strategies for addressing various learning needs, aspirations, interest and backgrounds of individual learners, through the use of data generated by the learners' activities. Whereas Zanjani et al (2017) investigated the LMS design determinants that impact user engagement with LMS tools in higher education.…”

Section: Aim and Contributionsmentioning

confidence: 99%

Editorial note: Learning management systems and big data technologies for higher education

Miah

Shen

2020

Educ Inf Technol

View full text Add to dashboard Cite

We are living in a "data-driven era" where new data is continuously being generated by people, businesses, organisations, communities and society each and every moment. This rapidly growing and huge amount of data must be managed through effective way for producing useful information and human decision support for current and future problems solving, planning and practices improvements as well as to generate new knowledge for future generation. As a result, organizations globally are making significant investments to explore how to better utilise the huge data and its diversification to create value and actionable insights (for example, Pardos 2017; Miah et al. 2017, 2019a, b). Big data has been a popular research problem across different academic disciplines. Although this problem has been treated mainly for advancing and innovating technological development (Wang et al. 2017), organisations and business communities are continuously exploring different aspects, perspectives and contextual specifics to find or explore benefits and value adding for improving practices. A lot of existing studies have defined the big data considering large volumes of broadly varied and complexity of datasets that are continuously being generated. The consideration for defining this goes to velocity, volume, value, variety, and veracity, so-called the "five V's of Big Data" (Gandomi and Haider 2015). Organizations such as education institutes have started to treat the issues of big data for reinforcing traditional electronic learning and teaching methods and other relevant products, and services (McAfee et al. 2012). For doing this, opportunity of adopting latest analytics, predictive algorithms and other disruptive technologies are rapidly developed for advancing the traditional e-learning approaches, for example in improving learning management systems (LMS).

show abstract

Analysis of Accessibility of the e-Learning Platforms According to the WCAG 2.0 Standard Compliance

Cited by 9 publications

References 0 publications

Increase digital health literacy with the practical implementation of an e-learning system according to WCAG compliance standards

Increase digital health literacy with the practical implementation of an e-learning system according to WCAG compliance standards

Readiness of teachers on flexible learning: Basis for a capability-building program

Editorial note: Learning management systems and big data technologies for higher education

Contact Info

Product

Resources

About