Despite U.S. laws such as Section 504 of the Rehabilitation Act and the ADA, students with disabilities still face barriers to digital access to online educational content. This article explores a case study where a team designed three self-paced e-learning modules to train instructional designers in creating accessible online learning environments. The design process followed a three-phase approach: planning, development, and implementation. This case highlights the iterative nature of designing for accessibility and shares key lessons learned.
The Need for Accessible Design
Online learning has surged in popularity, yet students with disabilities often encounter obstacles, from inadequate screen reader support to poor navigation structures. Creating accessible content is essential to ensure that all learners can benefit from online education. Statistics show that a significant portion of the population has disabilities, making inclusive design crucial.
Design Process and Insights
The design team began with thorough planning, including information gathering on accessibility standards and choosing the right tools, such as Articulate Storyline, despite its limitations. Goals were set to educate learners on legal principles, accessibility evaluation, and best practices. Collaboration and flexibility were key, with the team engaging stakeholders and iterating on feedback.
Challenges and Lessons Learned
Challenges included a lack of initial expertise and technical limitations of the tools used. Rapid prototyping and effective time management emerged as critical strategies for overcoming these hurdles. The team emphasized the importance of continuous collaboration and adapting to unexpected challenges to deliver high-quality, accessible learning modules.
Conclusion
This design case underscores the need for instructional designers to be proficient in digital accessibility practices. Training in accessible design should be integral to instructional design curricula to foster a more inclusive online learning environment. Future efforts should focus on enhancing digital accessibility training and research to provide clear guidelines and improve online educational experiences for all learners. Furthermore, using all-in-one digital accessibility platforms ensures the seamless integration of digital inclusion.
References
Pittman, C. N., & Heiselt, A. K. (2024). Increasing accessibility: Using Universal Design principles to address disability impairments in the online learning environment. Online Journal of Distance Learning Administration, 17(3), 1-11.
‘Yang, M., Lowell, V., Long, Y., & Farmer, T. (2023). Designing for accessibility in online learning: A design case. Journal of Postsecondary Education & Disability, 36(1).