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

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

Rakesh Babu, Vishal Midha
Copyright: © 2009 |Pages: 11
ISBN13: 9781605662381|ISBN10: 1605662380|ISBN13 Softcover: 9781616925871|EISBN13: 9781605662398
DOI: 10.4018/978-1-60566-238-1.ch014
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MLA

Babu, Rakesh, and Vishal Midha. "Accessible E-Learning: Equal Pedagogical Opportunities for Students with Sensory Limitations." Solutions and Innovations in Web-Based Technologies for Augmented Learning: Improved Platforms, Tools, and Applications, edited by Nikos Karacapilidis, IGI Global, 2009, pp. 233-243. https://doi.org/10.4018/978-1-60566-238-1.ch014

APA

Babu, R. & Midha, V. (2009). Accessible E-Learning: Equal Pedagogical Opportunities for Students with Sensory Limitations. In N. Karacapilidis (Ed.), Solutions and Innovations in Web-Based Technologies for Augmented Learning: Improved Platforms, Tools, and Applications (pp. 233-243). IGI Global. https://doi.org/10.4018/978-1-60566-238-1.ch014

Chicago

Babu, Rakesh, and Vishal Midha. "Accessible E-Learning: Equal Pedagogical Opportunities for Students with Sensory Limitations." In Solutions and Innovations in Web-Based Technologies for Augmented Learning: Improved Platforms, Tools, and Applications, edited by Nikos Karacapilidis, 233-243. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-238-1.ch014

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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 suggested 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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