Developing Guidelines for Evaluating the Adaptation of Accessible Web-Based Learning Materials

Marko Radovan,Mojca Perdih

doi:10.19173/irrodl.v17i4.2463

Marko Radovan, Mojca Perdih

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https://doi.org/10.19173/irrodl.v17i4.2463

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<p class="2">E-learning is a rapidly developing form of education. One of the key characteristics of e-learning is flexibility, which enables easier access to knowledge for everyone. Information and communications technology (ICT), which is e-learning’s main component, enables alternative means of accessing the web-based learning materials that comprise the content of e-learning. However, these materials can help provide a good educational experience only if they are designed carefully, which is especially true for people that have difficulties with learning from text or those with other learning disabilities (e.g., dyslexia). The main obstacle to learning for such people is usually posed by the form in which web-based learning materials are provided. Using guidelines from relevant literature, this article provides a checklist that assesses the degree to which web-based learning materials take account of the needs of people with disabilities, especially those with dyslexia. The article focuses more on the technical aspects of web-based learning materials, as they are a crucial factor that can influence the accessibility of web-based learning materials.</p>

Highlights

Contemporary society perceives knowledge as both a source and a factor of a good quality of life
In the new social and technological circumstances, traditional educational concepts, and methods no longer suffice because they cannot cope with the increasing growth of knowledge
Multimedia has become an important part of our knowledge-based society, the abilities to read and write remain crucial to understanding complex materials

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Introduction

Contemporary society perceives knowledge as both a source and a factor of a good quality of life. In the new social and technological circumstances, traditional educational concepts, and methods no longer suffice because they cannot cope with the increasing growth of knowledge. Traditional educational systems should become more open and flexible and should be adapted to individual learning objectives, needs, and interests. One of its key characteristics is flexibility, which enables easier access to information for everyone (Brown & Voltz, 2005; Sangrà, Vlachopoulos, & Cabrera, 2012). Information and communications technology (ICT), which is e-learning’s main component, enables alternative means of accessing the web-based learning materials that comprise the content of e-learning. If the materials are designed appropriately and allow for adaptation to individual needs, they can enable all types of learners, including those with dyslexia, to gain easier access to higher-quality educational content

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