Mid-South Instructional Technology Conference
Teaching, Learning, & Technology
Transforming the Learning Environment
April 4-6, 2004
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Harriette LaVarre Spiegel Dr. Lois Symington Track 1 - Effective Technology-Based Learning Resources |
Abstract
During the summer, 2003, 11 adults with disabilities analyzed the cognitive accessibility of online college courses. Cognitive accessibility means the ability to use what is perceived. Their experiences indicated factors that should be considered when creating barrier-free online courses. These factors include: assumptions of course designers, skill level of participants, and the organization and timeframe of courses. The information gained from this project will be useful in promoting universal web accessibility.
Description
The 1998 Amendment to Section 508 of the Rehabilitation Act "was enacted to eliminate barriers in information technology, to make available new opportunities for people with disabilities, and to encourage development of technologies that will help achieve these goals" (http://www.section508.gov/index.cfm?FuseAction=Content&ID=3). The effects of Section 508 have included efforts by universities, in particular, to consider web accessibility in the design of effective technology-based learning resources, such as their online courses. In the summer of 2003, a study was made of several online courses presented by several institutions. Eleven learners with disabilities analyzed the cognitive accessibility of online college courses in online courses. Cognitive accessibility means the ability to use what is perceived. Participants included nine males and two females, and the disabilities represented included spinal cord injury, traumatic brain injury, low vision, and cerebral palsy (some in combination). Ages ranged from 21 to 55 and 55% had no prior computer experience. Sixty-four percent lived in rural communities at least 60 miles from a large metropolitan area, and the time between their injury and their participation in the project was one to 20 years. Throughout the project, participants received one-on-one mentoring and support as they completed assignments for the particular course. Qualitative methods including observation and interviews were used to record interactions of the participants with the computer and the online courses. This presentation will discuss results of the study related to several categories of considerations in designing online courses: assumptions made by online course designers; factors to be considered in the design of web accessible courses; accomplishments achieved by participants; changes in participants as a result of taking the online course; factors that affect cognitive accessibility of online materials; barriers encountered by participants in online courses; and barriers encountered related to the particular disability. This presentation will also provide suggestions for changes to web design that contribute to universal access.