Distance Learning: Universal Design, Universal Access
Terry Thompson, Sheryl Burgstahler, University of Washington, United States
Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Distance learning courses offer opportunities for education and career enhancement for those who have access to the technologies they employ. However, many people find themselves on the wrong side of the digital divide that separates those with access to new technologies and those without. Even if they have access to these technologies, some people with disabilities find themselves on the wrong side of a second digital divide that is caused by the inaccessible design of coursework. This paper discusses access, legal and policy issues, and it presents an overview of design considerations for assuring that a distance learning course is accessible to potential instructors and students with a wide range of abilities and disabilities. The field of universal design provides a framework for this discussion. The content of this article can be used to help distance learning programs develop policies, guidelines and procedures for making their courses accessible to everyone.
Thompson, T. & Burgstahler, S. (2003). Distance Learning: Universal Design, Universal Access. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 260-266). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE).
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Betul Czerkawski, The University of Arizona, United States; Nilay Bumen, Aegean University, Turkey
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 1480–1483
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