The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
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

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
RightsAttribution-ShareAlike 4.0 International (CC BY-SA 4.0)
Export optionsBibTex · EndNote · Tagged XML · Google Scholar

PDF (1).pdf · 213.1KB96 downloads

Viewed by 90 distinct readers


The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.

Click a star to be the first to rate this document


MOOCS: What The Open University research tells us
Ferguson, Rebecca; Coughlan, Tim; Herodotou, Christothea
This quality enhancement report recommends priority areas for university activity in relation to massive open online courses (MOOCs). It does this by bringing together all The Open University’s published research work ...
Match: accessibility; MOOCs

Mobile and accessible learning for MOOCs
Sharples, Mike; Kloos, Carlos Delgado; Dimitriadis, Yannis; Garlatti, Serge; Specht, Marcus
Many modern web-based systems provide a ‘responsive’ design that allows material and services to be accessed on mobile and desktop devices, with the aim of providing ubiquitous access. Besides offering access to ...
Match: accessibility; MOOCs

Open Educational Resources: Enabling universal education
Caswell, Tom; Henson, Shelley; Jensen, Marion; Wiley, David A.
The role of distance education is shifting. Traditionally distance education was limited in the number of people served because of production, reproduction, and distribution costs. Today, while it still costs the ...
Match: accessibility; Canada

The influence of national culture on educational videos: The case of MOOCs
Bayeck, Rebecca; Choi, Jinhee
This paper discusses the influence of cultural dimensions on Massive Open Online Course (MOOC) introductory videos. The study examined the introductory videos produced by three universities on Coursera platforms using ...
Match: MOOCs; Canada; North America

What research says about MOOCs – An explorative content analysis
Zawacki-Richter, Olaf; Bozkurt, Aras; Alturki, Uthman; Aldraiweesh, Ahmed
Since the first offering of a Massive Open Online Course (MOOC) in 2008, the body of literature on this new phenomenon of open learning has grown tremendously. In this regard, this article intends to identify and map ...
Match: MOOCs; Canada; North America

Understanding participant's behaviour in Massively Open Online Courses
Poellhuber, Bruno; Roy, Normand; Bouchoucha, Ibtihel
As the offer of Massive Open Online Courses (MOOCs) continues to grow around the world, a great deal of MOOC research has focused on their low success rates and used indicators that might be more appropriate for ...
Match: MOOCs; Canada; North America

Decision, implementation, and confirmation: Experiences of instructors behind tourism and hospitality MOOCs
Lin, Jingjing; Cantoni, Lorenzo
As the popularity of Massive Open Online Courses (MOOCs) continues to grow, studies are emerging to investigate various topics in this area. Most have focused on the learners’ perspective, leaving a gap in the ...
Match: MOOCs; Canada; North America

Special report on the role of open educational resources in supporting the sustainable development goal 4: Quality education challenges and opportunities
McGreal, Rory
Match: MOOCs; Canada; North America

Learning to learn online: A MOOC with a difference
Cleveland-Innes, Martha; Parker, Nancy K; Ostashewski, Nathaniel; Wilton, Daniel
Overview of papers on enhancement of European Higher Education as presented during the Online, Open and Flexible Higher Education Conference in Rome, October 2016 This research identifies the relationship between ...
Match: MOOCs; Canada; North America

Access Copyright: 2017 annual report
Access Copyright
Annual report contains the President and CEO's report, the "York University Decision", legal updates, innovation updates and the financial report.
Match: Canada; North America