Abstract
Massive Open Online Courses are emerged by the use of developing technologies for distance learning. With the aid of these systems, millions of people have an opportunity to attend academic lectures and obtain certificate. In recent years, most of the well known universities have supported these type of studies. Thus, number of open courses have been increased. In this study, specifically in context of Turkey, three most commonly used MOOC platforms evaluated the level of accessibility of localized MOOCs using automatic accessibility checking and provide some recommendations to improve its accessibility and usability.
Highlights
Traditional education has been provided by instructions, which is presented in brickand-mortar institutions, which has obstacles for blind people as identified lack of independent navigation
Online courses offered by many universities by using Massive Open Online Courses (MOOCs), which are available to large audiences and are promising to fulfil learning needs to millions of people, regardless of their geographical location or personal abilities and disabilities are classes carried in an online environment with substantial dissimilarities from earlier approaches to online education
Considering that young people are the most frequent users of the Internet, it is more important that MOOC websites have accessibility features
Summary
Traditional education has been provided by instructions, which is presented in brickand-mortar institutions, which has obstacles for blind people as identified lack of independent navigation. Regardless of the MOOCs’ main aim and provide education to all people must have equal accessible opportunities to all MOOCs’ recourses, studies have indicated that MOOCs are not designed accessible to people with disabilities are still being deprived from taking full advantage of these services, such as the blind, which approximately comprise 15 % of the world population (Singleton and Clark, 2013; Calle-Jimenez et al, 2014; Sanchez-Gordon & Luján-Mora, 2015) or the elderly (Bong and Chen, 2016; SanchezGordon and Luján-Mora, 2013). The only school for the blind in Turkey is mitigating this issue by promoting inclusion on regular schools and sending teachers to blind persons’ homes, this brings a heavy load on the school, considering the low number of staff Regarding these affairs, the education process of the blind or visual impairment people could be contributed by MOOCs, which is an infrastructure to advance facilitates. Journal of Life Economics, Cilt/Volume:, Sayı/Issue:, Ekim/October 2018, 23-36
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