Abstract
As postsecondary online programs increase, the accessibility of online course content becomes a serious issue in higher education. There is currently little information about how postsecondary institutions address online course accessibility. This exploratory mixed-methods study examined the degree to which university online course checklists represent accessibility criteria and which criteria were most and least represented in university checklists. Further, this study also examined the relationship between several university factors. This review of university online course checklists against the Web Content Accessibility Guidelines criteria revealed some areas that may warrant closer inspection for researchers and universities. Results indicated that online program enrollment was linked with how the university handled accessibility compliance and how they trained faculty regarding online course accessibility. These findings have implications for how learner inclusion in online programs can be impacted at the university level.
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