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Factors Which Predict Compliance with Accessibility Guidelines for Disabled Users By Higher Education Institutions
PROCEEDINGS

, , , , University of Southern Mississippi, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This study investigated whether the instructional delivery modes primarily, and the institutional barriers to starting and expanding distance education offerings secondarily, could statistically significantly predict the extent to which the institutional web sites for distance education courses followed established accessibility guidelines/recommendations for users with disabilities. The National Center for Education Statistics (NCES) Postsecondary Education Quick Information System (PEQIS) served as the database from which 1,591 U. S. higher education institutions were sampled in the 2000-2001 academic year. Regression results confirmed that instructional delivery modes and institutional barriers combined could predict the extent to which institutional websites complied with accessibility guidelines/recommendations, R2 =. 05, F (27, 1011) = 2.05, p = .001.The instructional modes and institutional barriers that negatively impacted compliance are discussed.

Citation

Smith, E.C., McNeese, M.N., Harper, L. & Finneran, S. (2006). Factors Which Predict Compliance with Accessibility Guidelines for Disabled Users By Higher Education Institutions. In T. Reeves & S. Yamashita (Eds.), Proceedings of E-Learn 2006--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 922-929). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 15, 2019 from .

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