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Accessibility strategies for making MOOCs for people with visual impairments: A universal design for learning (UDL) perspective
Ngubane-Mokiwa, Sindile A

PublishedNovember 2016
ConferenceCommonwealth of Learning (COL)
PublisherPan-Commonwealth Forum 8 (PCF8)
CountryCanada, North America

ABSTRACT
Massive Open Online Courses (MOOCs) were designed to enhance access to education to all that desire it. The open access drive seeks to promote free and equitable access to basic, higher, formal and informal education. The main aim of MOOCs is to de-institutionalize education moving it from the formalized class to the open platform where there are no admission requirements. The second aim of MOOCs is to provide access to lifelong learning for those who want to learn for the sake of knowing and developing their competencies. The objective of this document analysis based paper is to analyze primary qualitative-research academic sources dealing with strategies to make MOOCs accessible to people with visual impairments. This paper uses Universal Design for Learning (UDL) principles as a lens through which accessibility of MOOCs to people with visual impairments is examined. The document analysis involved a careful examination of research methodologies that had been used to gather data. Fifteen academic sources were sought through formidable search engines. Specified inclusion and exclusion criteria were used to select the articles that were analyzed to answer the research question: What accessibility strategies can be employed to make MOOCs accessible to people with visual impairments? Lastly, recommendations are made towards making MOOCs more accessible for people with visual impairments

Keywords accessibility · disability · inclusion · MOOCs · universal design for learning · visual disabilities

Published atBurnaby, British Columbia
RefereedYes
RightsAttribution-ShareAlike 4.0 International (CC BY-SA 4.0)
URLhttp://hdl.handle.net/11599/2561
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



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