Integral model for ensuring digital accessibility of e-learning in higher professional education | Vestnik Tomskogo gosudarstvennogo universiteta – Tomsk State University Journal. 2025. № 510. DOI: 10.17223/15617793/510/18

Integral model for ensuring digital accessibility of e-learning in higher professional education

The article discusses issues related to organizing and supporting accessible e-learning. The main aim of the article is to develop and justify a conceptual model for ensuring the digital accessibility of e-learning in higher professional education. The analysis of existing approaches to ensuring digital accessibility in universities has not revealed a model that systematically considers all factors that hinder digital inclusion in higher education. The model should propose methodological procedures to ensure digital accessibility and take into account the needs and preferences of all students, regardless of their disabilities. As a result of the study, the authors developed an integral model for ensuring digital accessibility at a university, comprising five interconnected modules: (1) methodological, (2) structural and content, (3) infrastructural, (4) pedagogical and (5) motivational. The methodological module comprises the theoretical and methodological underpinnings for organizing accessible e-learning. The infrastructure module establishes the physical and spatial setting of the university that is conducive to implementing accessible e-learning (e.g., a barrier-free environment and appropriate technical equipment). The pedagogical module specifies a set of organizational and educational features of the university environment that promote inclusivity in e-learning (e.g., flexibility in scheduling and diversity in learning modalities). The purpose of the motivational module is to create conditions for the development of education specialists' readiness to ensure digital accessibility of e-learning (e.g., material and non-material incentives). The structural and content module consists of several components, which, when implemented, aim to achieve the goal of providing digital accessibility for e-learning at a university. These components include: (a) researching and assessing legal norms, standards, and guidelines for digital accessibility; (b) identifying the student population and their needs regarding digital accessibility; (c) assessing and adjusting the accessibility of existing electronic educational resources; (d) providing education and advisory support to stakeholders involved in e-learning; (e) training education specialists in technologies to ensure digital accessibility; and (f) developing accessible digital resources and delivering training. The developed integrated model, in contrast to most other approaches, involves a diverse range of e-learning participants and takes into account the specific needs and preferences of all students, including those with disabilities. Therefore, it seems crucial to use this model to create policies and strategies aimed at ensuring digital accessibility within universities. The authors declare no conflicts of interests.

Download file

Counter downloads: 10

Keywords

digital accessibility, e-learning, students with disabilities, higher education, university, integrated model

Authors

Name	Organization	E-mail
Kosova Yekaterina A.	V.I. Vernadsky Crimean Federal University	lynx99@inbox.ru / kosovaea@cfuv.ru
Galustyan Olga V.	Southern Federal University	ovgalustyan@sfedu.ru

Всего: 2

References

Mayes T., de Freitas S. Review of e-learning theories, frameworks and models. London : Joint Information Systems Committee, 2004. 43 p.

Kahiigi E., Ekenberg L., Hansson M., Tusubira F.F., Danielson M. Exploring the e-learning state of art // Electronic Journal of e-Learning. 2008. № 6 (2). P. 77-88.

Andrews R. Does e-learning require a new theory of learning? Some initial thoughts // Journal for Educational Research Online. 2011. Vol. 3, № 1. P. 104-121. doi: 10.25656/01:4684.

Obidat A.H. Bibliometric analysis of global scientific literature on the accessibility of an integrated e-learning model for students with disabilities // Contemporary Educational Technology. 2022. № 14 (3). ep374. doi: 10.30935/cedtech/12064.

Van Dijk Jan A.G.M. Digital divide research, achievements and shortcomings // Poetics. 2006. Vol. 34, Is. 4-5. P. 221-235. doi: 10.1016/j.po-etic.2006.05.004.

Kaarakainen M.T., Saikkonen L. Remark on digital accessibility: educational disparities define digital inclusion from adolescence onwards // Universal Access in the Information Society. 2022. Vol. 22. P. 1279-1292. doi: 10.1007/s10209-022-00908-5.

Najab A., Amrani O. Digital accessibility and distance higher education in the context of COVID-19: lessons from the experience of FSJES-Souissi and future perspectives // Policies and Procedures for the Implementation of Safe and Healthy Educational Environments: Post-COVID-19 Perspectives. IGI Global, 2022. P. 88-105. doi: 10.4018/978-1-7998-9297-7.ch006.

IMS AccessForAll meta-data specification: final specification: v1.0 // IMS. 2004. URL: http://www.imsglobal.org/accessibility/accmdv1p0/imsac-cmd_oviewv1p0.html (дата обращения: 18.06.2024).

Lowenthal P.R., Lomellini A., Smith C., Greear K. Accessible online learning: an analysis of online quality assurance frameworks // Quarterly Review of Distance Education. 2021. № 22 (2). P. 15-29.

Web Content Accessibility Guidelines (WCAG) 2.0 / B. Caldwell, M. Cooper, L.G. Reid, G. Vanderheiden. W3C. Publication date: 2008-12 // W3C. URL: https://www.w3.org/TR/WCAG20/(дата обращения: 18.06.2024).

Web Content Accessibility Guidelines (WCAG) 2.1 / A. Kirkpatrick, J.O. Connor, A. Campbell, M. Cooper. W3C. Publication date: 2018-06 // W3C. URL: https://www.w3.org/TR/WCAG21/(дата обращения: 18.06.2024).

Web Content Accessibility Guidelines (WCAG) 2.2 / A. Campbell, C. Adams, R.B. Montgomery, M. Cooper, A. Kirkpatrick. W3C. Publication date: 2023-10 // W3C. URL: https://www.w3.org/TR/WCAG22/(дата обращения: 18.06.2024).

Косова E. A. Корпус стандартов цифровой доступности: современный этап развития применительно к электронному обучению // Вестник Томского государственного университета. 2022. № 483. С. 183-194. doi: 10.17223/15617793/483/21.

Brown J., Permvattana R., Hollier S., McKee J. Online learning & COVID-19: exploring digital accessibility // Journal on Technology and Persons with Disabilities / CSUN Assistive Technology Conference / ed. by J. Santiago. 2022. P. 82-96. URL: http://hdl.handle.net/10211.3/223467 (дата обращения: 18.06.2024).

Kaufmann H.R., Kurth A., Shukla S., Tirrel H., Schaffner L. Inclusive online collaborative learning environments in vocational education // Thrassou A., Vrontis D., Efthymiou L., Weber Y., Shams S.M.R., Tsoukatos E. (Eds) Business Advancement through Technology. Vol. I. Palgrave Studies in Cross-disciplinary Business Research, In Association with EuroMed Academy of Business. Palgrave Macmillan, Cham, 2022. P. 241270. doi: 10.1007/978-3-031-07769-2_12.

Jackson A.K. Closing the digital divide: understanding organizational approaches to digital accessibility in higher education / University of South Dakota ProQuest Dissertations Publishing. 2023 // ProQuest. URL: https://www.proquest.com/openview/f8d8d0ba99be33741153fb4848defce6/1?pq-origsite=gscholar&cbl=18750&diss=y (дата обращения: 18.06.2024).

Slootman M., Korthals Altes T., Domagafa-Zysk E., Nielandt B. E-inclusion. Towards inclusive digital learning // Proceedings of the Erasmus Scientific Days 2022 (ESD 2022). 2023. P. 103-116. doi: 10.2991/978-2-38476-036-7_10.

Sanchez-Gordon S., Lujan-Mora S. Research challenges in accessible MOOCs: a systematic literature review 2008-2016 // Universal Access in the Information Society. 2018. № 17 (4). P. 775-789. doi: 10.1007/s10209-017-0531-2.

Kulkarni M. Digital accessibility: challenges and opportunities // IIMB Management Review. 2019. Vol. 31, Is. 1. P. 91-98. doi: 10.1016/j.iimb.2018.05.009.

Leake D. Problematic data on how many students in postsecondary education have a disability // Journal of Postsecondary Education and Disability. 2015. Vol. 28 (1). P. 73-87.

Coduti W.A., Hayes J.A., Locke B.D., Youn S.J. Mental health and professional help-seeking among college students with disabilities // Rehabilitation Psychology. 2016. № 61. P. 288-296. doi: 10.1037/rep0000101.

Aquino K.C., Bittinger J.D. The self-(un)identification of disability in higher education // Journal of Postsecondary Education and Disability. 2019. № 32 (1). P. 5-19.

McNicholl A., Casey H., Desmond D., Gallagher P. The impact of assistive technology use for students with disabilities in higher education: a systematic review // Disability and Rehabilitation: Assistive Technology. 2019. № 16 (2). P. 130-143. doi: 10.1080/17483107.2019.1642395.

Botelho F.H.F. Accessibility to digital technology: virtual barriers, real opportunities // Assistive Technology. 2021. № 33:sup1. P. 27-34. doi: 10.1080/10400435.2021.1945705.

§tefan I.A. Accessibility and education: are we fulfilling state of the art requirements? // The International Scientific Conference eLearning and Soware for Education; Bucharest. 2021. Vol. 1. doi: 10.12753/2066-026X-21-073.

Chen W., Sanderson N.C., Kessel S. Making learning materials accessible in higher education - attitudes among technology faculty members // Studies in Health Technology and Informatics. 2018. Vol. 256. P. 87-97. doi: 10.3233/978-1-61499-923-2-87.

Guilbaud T.C., Martin F., Newton X. Faculty perceptions on accessibility in online learning: knowledge, practice and professional development // Online Learning. 2021. Vol. 25, № 2. P. 6-35. doi: 10.24059/olj.v25i2.2233.

Sanderson N.C., Kessel S., Chen W. What do faculty members know about universal design and digital accessibility? A qualitative study in computer science and engineering disciplines // Universal Access in the Information Society. 2022. Vol. 21. P. 351-365. doi: 10.1007/s10209-022-00875-x.

Lowenthal P.R., Lomellini A. Accessible online learning: a preliminary investigation of educational technologists’ and faculty members’ knowledge and skills // TechTrends. 2023. Vol. 67. P. 384-392. doi: 10.1007/s11528-022-00790-1.

Sanderson N.C., Chen W., Bong W.K., Kessel S. The accessibility of MOOC platforms from instructors' perspective // Antona M., Stephanidis C. (Eds) Proceedings of the 10th International Conference on Universal Access in Human-Computer Interaction (UAHCI). Springer, 2016. Vol. 9739. doi: 10.1007/978-3-319-40238-3_13.

Wenzel A., Moreno J. Designing and facilitating optimal LMS student learning experiences: considering students’ needs for accessibility, navigability, personalization, and relevance in their online courses // The Northwest ELearning Journal. 2022. № 2 (1). doi: 10.5399/osu/nwelearn.2.1.5642.

Ferati M., Mripa N., Bunjaku R. Accessibility of MOOCs for blind people in developing non-English speaking countries // Proceedings of the 8th International Conference Applied Human Factors and Ergonomics (AHFE) (Orlando, July 27-31, 2016). 2016. Vol. 500. P. 519-528. doi: 10.1007/978-3-319-41962-6_46.

Martin J.L., Amado-Salvatierra H.R., Hilera J.R. MOOCs for all: evaluating the accessibility of top MOOC platforms // International Journal of Engineering Education. 2016. Vol. 32. № 5-B. P. 2374-2383.

Akgul Y. Accessibility Evaluation of MOOCs websites of Turkey // Journal of Life Economics. 2018. № 5. P. 23-36. doi: 10.15637/jlecon.259.

Sanchez-Gordon S., Lujan-Mora S. Implementing accessibility in massive open online courses’ platforms for teaching, learning and collaborating at large scale // eDemocracy & eGovernment. Stages of a Democratic Knowledge Society / ed. by A. Meier. Cham: Springer, 2019. P. 151-160. doi: 10.1007/978-3-030-17585-6.

Hammad M., Alnabhan M., Doush I.A.A., Alsalem G.M., Al-Alem F.A., Al-awadi M.M. Evaluating usability and content accessibility for elearning websites in the Middle East // International Journal of Technology and Human Interaction (IJTHI). 2020. № 16 (1). P. 1-9. doi: 10.4018/IJTHI.2020010104.

Bong W.K., Chen W. How accessible are MOOCs to the elderly? // Miesenberger K., Buhler C., Penaz P. (Eds) Computers Helping People with Special Needs. ICCHP 2016. Lecture Notes in Computer Science. Springer, Cham, 2016. Vol. 9758. P. 437-444. doi: 10.1007/978-3-319-41264-1_60.

Iniesto F., McAndrew P., Minocha S., Coughlan T. Accessibility of MOOCs: understanding the provider perspective // Journal of Interactive Media in Education. 2016. № 1. Article No. 20. doi: 10.5334/jime.430.

Ramrez-Vega A., Iniesto F., Rodrigo C. Raising awareness of the accessibility challenges in mathematics MOOCs // TEEM 2017 Proceedings of the 5th International Conference on Technological Ecosystems for Enhancing Multiculturality. ACM, New York. NY, USA, 2017. Art. No. 92. doi: 10.1145/3144826.3145435.

Timbi-Sisalima C., Sanchez-Gordon M., Hilera-Gonzalez J.R., Gton-Tortosa S. Quality assurance in e-learning: a proposal from accessibility to sustainability // Sustainability. 2022. No. 14 (5). Art. No. 3052. doi: 10.3390/su14053052.

Kelly B., Phipps L., Swift E. Developing A Holistic Approach For E-Learning Accessibility // Canadian Journal of Learning and Technology. 2004. Vol. 30, Is. 3. doi: 10.21432/T2D60S.

Kelly B., Phipps L., Sloan D., Petrie H., Hamilton F. Forcing standardization or accommodating diversity? A framework for applying the WCAG in the real world // 2005 International Cross Disciplinary Workshop on Web Accessibility (W4A). Manchester, UK, 2005. P. 46-54. doi: 10.1145/1061811.1061820.

Seale J. Conclusions; building bridges // Seale J. E-Learning and Disability in Higher Education: Accessibility Research and Practice. Routledge, 2006. P. 191-207.

Seale J. Accessibility and Activity Theory: An Exploration of the Factors that Mediate the Practice of Developing Accessible E-learning in Higher Education // Proceedings of EdMedia: World Conference on Educational Media and Technology / eds. by C. Montgomerie, J. Seale. 2007. P. 46014608.

Kouroupetroglou G., Pino A., Kacorr H. A model of accessibility services provision for students with disabilities in higher education // Proceedings of the international conference universal learning design, Brno, 8-11 February 2011. 2011. P. 23-33.

Papadopolous G., Pearson E., Green S. A provisional framework for supporting academics in accessible and inclusive e-materials development // Proceedings of the 24th Australian computer-human interaction conference. 2012. P. 459-468. doi: 10.1145/2414536.2414607.

Permvattana R., Armstrong H., Murray I. E-learning for the VI: A holistic perspective // International Journal of Cyber Society and Education. 2013. Vol. 6 (1). P. 15-30. doi: 10.7903/ijcse.1029.

Lowenthal P.R., Humphrey M., Conley Q., Dunlap J.C., Greear K., Lowenthal A., Giacumo L.A. Creating accessible and inclusive online learning: moving beyond compliance and broadening the discussion // Quarterly Review of Distance Education. 2020. Vol. 21, № 2. P. 1-21.

Косова E. A. Нормативные основания обеспечения доступности электронного обучения для лиц с ограниченными возможностями здоровья в Российской Федерации // Непрерывное образование: XXI век. 2020. Вып. 2 (30). doi: 10.15393/j5.art.2020.5692.

Об образовании в Российской Федерации : Федеральный закон от 29.12.2012 г. № 273-ФЗ // СПС КонсультантПлюс. URL: http://www.consultant.ru/document/cons_doc_LAW_140174/ (дата обращения: 18.06.2024).

Engestrom Y. Learning by expanding: an activity-theoretical approach to developmental research. Helsinki : Orienta-Konsultit, 1987. 269 p.

Meyer A., Rose D.H. Learning to read in the computer age // From reading research to practice / eds. by J. Chall (Series Ed.), J. Onofrey. Cambridge, MA : Brookline Books, 1998. 104 p.

Ross D., Meyer A. A practical reader in universal design for learning. Harvard Education Press, 2006. 180 p.

Atkinson R.C., Shiffrin R.M. Human memory: A proposed system and its control processes // The psychology of learning and motivation: Advances in research and theory / eds. by K.W. Spence, J.T. Spence. 1968. Vol. 2. P. 89-195.

Sweller J., van Merrienboer J.J., Paas F.G. Cognitive architecture and instructional design // Educational Psychology Review. 1998. № 10 (3). P. 251-296.

Mayer R.E., Moreno R. Aids to computer-based multimedia learning // Learning and Instruction. 2002. Vol. 12, Is. 1. P. 107-119. doi: 10.1016/S0959-4752(01)00018-4.

Rogers C.R. Freedom to Learn. Columbus, Ohio : Charles E. Merrill, 1969. 358 p.

Maslow A.H. A theory of human motivation // Psychological Review. 1943. Vol. 50 (4). P. 370-396. doi: 10.1037/h0054346.

Афанасьев В.Г. Моделирование как метод исследования социальных систем // Системные исследования. Методологические проблемы: ежегодник. 1982. С. 26-46.

Мануйлов Ю.С. Средовой подход в воспитании : дис. д-ра пед. наук. М., 1997. 193 с.

Акопова М.А. Личностно-ориентированный подход в условиях выбора образовательных программ в высшей школе. СПб. : Наука, 2003. 180 с.

Зимняя И. А. Компетенция и компетентность в контексте компетентностного подхода в образовании // Иностранные языки в школе. 2012. № 6. С. 2-10.

Web Accessibility laws & policies / M.J. Mueller, R. Jolly, E. Eggert, W3C. Publication date: 2024-12 // W3C. URL: https://www.w3.org/WAI/policies/(дата обращения: 18.06.2024).

ГОСТ P 52872-2019. Интернет-ресурсы и другая информация, представленная в электронно-цифровой форме. Приложения для стационарных и мобильных устройств, иные пользовательские интерфейсы. Требования доступности для людей с инвалидностью и других лиц с ограничениями жизнедеятельности: издание официальное: взамен ГОСТ Р 52872-2012: дата введения 01.04.2020 / ФГУП «СТАНДАРТИНФОРМ». URL: https://nd.gostinfo.ru/document/6471657.aspx (дата обращения: 18.06.2024).

International Classification of Functioning, Disability and Health - ICF: adopted at the 54 World Health Assembly on 22 May 2001 (resolution WHA 54.21) // WHA. URL: https://www.who.int/classifications/icf/en/(дата обращения: 18.06.2024).

Website accessibility conformance evaluation methodology (WCAG-EM) 1.0 / E. Velleman, S. Abou-Zahra, W3C. Publication date: 2014-07-10 // W3C. URL: https://www.w3.org/TR/WCAG-EM/(дата обращения: 18.06.2024).

Косова E. A. Аналитический обзор сервисов цифровой доступности на официальных сайтах ведущих университетов мира // Высшее образование в России. 2022. Т. 31, № 4. С. 129-147. doi: 10.31992/0869-3617-2022-31-4-148-166.

Certified professional in accessibility core competencies: body of knowledge / IAAP. Publication date : March, 2020 // IAAP. URL: https://www.ac-cessibilityassociation.org/resource/IAAP_CPACC_BOK_March2020 (дата обращения: 18.06.2024).

Curricula on web accessibility: a framework to build your own courses / D. Montalvo, S. Abou-Zahra, WAI W3C. Publication date: 2022-08-31 // W3C. URL: https://www.w3.org/WAI/curricula/(дата обращения: 18.06.2024).