The Accessibility of MOOCs for Blind Learners

Królak, Aleksandra; Chen, Weiqin; Sanderson, Norun; Kessel, Siri

doi:10.1145/3132525.3134796

Cited by 13 publications

(11 citation statements)

References 1 publication

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“…In these studies, expert evaluation dominates, where one or more accessibility experts apply certain heuristic criteria using automatic tools (Akgul, 2018;Martin et al, 2016). Other authors have complemented the heuristic evaluation with user participation in the assessment process: vision-impaired users (Królak et al, 2017;Park et al, 2019) or the elderly . Most studies evaluate one MOOC and its corresponding platform and tend to involve vision-impaired learners as participants.…”

Section: Background and Related Workmentioning

confidence: 99%

A qualitative study to understand the perspectives of MOOC providers on accessibility

Iniesto

McAndrew

Minocha

et al. 2021

AJET

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Massive open online courses (MOOCs) are widely available and have become a common option for learners. However, their full potential cannot be realised if they are not accessible to all learners, including those with disabilities. It is, therefore, important to understand the different stakeholders and their requirements and perspectives in designing accessible MOOCs. This research investigated the perspectives of MOOC providers on MOOC learners who have accessibility needs and the processes used to manage accessibility and MOOCs in their individual organisations. In this paper, we report the results of a study using thematic analysis, which involved 26 semi-structured interviews with MOOC providers and focused on MOOC accessibility. The results show that, while MOOC providers are aware of learners with accessibility needs who are participating in MOOCs, they prioritise legislation over learners’ accessibility preferences. MOOC providers consider the technology of the platform itself creates barriers and are aware of the limitations for learners in finding help, reporting accessibility barriers and obtaining feedback, when participating in MOOCs. Implications for policy and practice: Course providers should acknowledge MOOC design is being guided by legal requirements. That involves uncertainty to who is the responsible to deliver accessible MOOCs. Platform providers need to consider the lack of information about their learners makes it difficult to design educational resources that consider different target groups and provide personalisation. Learners can find MOOCs helpful for continuing professional development and lifelong learning. MOOCs are attractive due to their low-cost and self-regulated learning.

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Section: Background and Related Workmentioning

confidence: 99%

A qualitative study to understand the perspectives of MOOC providers on accessibility

Iniesto

McAndrew

Minocha

et al. 2021

AJET

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“…Por otra parte, el otro significado se asocia con "inclusión", es decir con la responsabilidad de quienes diseñan los MOOC con relación a garantizar condiciones y diseño de instrucción y tecnológico que permitan que estudiantes con limitaciones físicas o cognitivas puedan acceder y aprovechar esta oferta educativa flexible por naturaleza. Ejemplos de lo anterior se pueden encontrar en: Iniesto y Rodrigo (2018), John et al (2018), Calle-Jimenez et al (2014), Sanchez-Gordon & Lujan-Mora (2013, Buenaño-Fernandez et al (2018), Królak et al (2017).…”

Section: Los Efímerosunclassified

Los MOOC en la línea del tiempo: una biografía investigativa de una tendencia educativa

Laverde

Amaral²

2021

Red

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Los cursos online masivos y abiertos (MOOC) se han convertido en un fenómeno educativo emergente con un enorme potencial de transformación y democratización educativa. Luego de casi una década de su primer lanzamiento, gran cantidad de investigación se ha realizado para intentar comprender sus alcances y limitaciones como instrumento de aprendizaje flexible y personalizado. Con el propósito de aumentar tal comprensión, se ha llevado a cabo una revisión sistemática de literatura sobre estudios publicados entre 2009 y 2019 acerca de los MOOC. Se aplicó un método de 6 pasos para revisar 486 estudios, a partir de procesos de filtrado, abstracting, lectura en profundidad y extracción e interpretación de datos. Los resultados muestran una gran cantidad y diversidad de focos de investigación sobre los MOOC, algunos en auge, otros en declive y otros de naturaleza efímera. Se resaltan entre ellos las Prácticas Educativas Abiertas, el diseño de los MOOC, el engagement, la deserción y el conectivismo. Los focos de investigación representan las principales preocupaciones de educadores e investigadores sobre lo que pareciera ser el advenimiento de un nuevo orden educativo que soportaría el aprendizaje a lo largo de la vida y los entornos de aprendizaje enmarcados en la sociedad 4.0. Massive and open online courses (MOOC) have become an emerging educational phenomenon with enormous potential for educational transformation and democratization. After almost a decade of its first launch, a great deal of research has been carried out to try to understand its scope and limitations as a flexible and personalized learning instrument. In order to increase such understanding, a systematic review of literature on studies published between 2009 and 2019 about MOOCs has been carried out.A 6-step method was applied to review 486 studies, based on filtering, abstracting, in-depth reading and data extraction and interpretation processes.The results show a large number and diversity of research focuses on MOOCs, some booming, others in decline and others of ephemeral nature. Among them are the Open Educational Practices, the design of MOOCs, the generation of engagement, dropout and connectivism.The research focuses represent the main concerns of educators and researchers regarding what appears to be the advent of a new educational order, which currently supports lifelong learning and future learning environments framed in society 4.0.

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“…MOOCS (Massive Open Online Courses) can be useful and important tools to help these students learn. One example is the study by Królak et al [20] that examines the issue of accessibility for blind students. These students can often find it difficult to locate a button (especially if there's no label) or stop a video that starts automatically with the auto play.…”

Section: Tools For Inclusionmentioning

confidence: 99%

Diversity and inclusion in engineering education: Looking through the gender question

Peixoto

González

Strachan

et al. 2018

2018 IEEE Global Engineering Education Conference (EDUCON)

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Abstract-The STEM (Science, Technology, Engineering and Mathematics) field in general, and Engineering, suffer from a lack of diversity. Yet there is growing evidence that more diverse organizations are more successful and effective. There is also a global shortage of STEM and engineering skills that can be tackled by addressing the lack of diversity in the field. One obvious way to view this problem is by looking at gender. Women make up 50% of the population, but in Engineering the number of female students and professionals is clearly less than this, often around 10 -25% in many parts of the world. This underrepresentation of women leads us to think about other groups that are underrepresented in Engineering; these include Black, Asian and Minority Ethnic (BAME) and those from socially deprived backgrounds. This paper examines a number of approaches to support diversity and inclusion to encourage a greater uptake of engineering by underrepresented groups and to retain people in the sector.

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The Accessibility of MOOCs for Blind Learners

Cited by 13 publications

References 1 publication

A qualitative study to understand the perspectives of MOOC providers on accessibility

A qualitative study to understand the perspectives of MOOC providers on accessibility

Los MOOC en la línea del tiempo: una biografía investigativa de una tendencia educativa

Diversity and inclusion in engineering education: Looking through the gender question

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