Accessible E-Learning: Equal Pedagogical Opportunities for Students with Sensory Limitations

Accessible E-Learning: Equal Pedagogical Opportunities for Students with Sensory Limitations

Rakesh Babu (University of North Carolina at Greensboro, USA) and Vishal Midha (University of North Carolina at Greensboro, USA)
DOI: 10.4018/jwltt.2007040103
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Abstract

The transformation of the world into a highly technological place has led to the evolution of learning from the traditional classroom to e-learning, using tools such as course management systems (CMS). By its very nature, e-learning offers a range of advantages over traditional pedagogical methods, including issues of physical access. It is particularly useful for people with sensory limitations as it offers a level playing field for them in learning. This study examines the accessibility, usability, and richness of CMS used for e-learning in institutions of higher education. A model is proposed that underscores the influence of accessibility, usability, and richness of the CMS, coupled with learning motivation on the learning success as perceived by students with sensory limitations. The model is tested by surveying university students with sensory limitations about their views on the course management system used. The results sug-gested that accessibility and usability of a CMS have a positive influence on the learning success as perceived by students with sensory limitations.

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