Myths and Misconceptions: Demystifying Accessibility in Online Learning Environments

Conference: The IAFOR Conference on Educational Research & Innovation (ERI2022)
Title: Myths and Misconceptions: Demystifying Accessibility in Online Learning Environments
Stream: Instructional Design and Learning Sciences
Presentation Type: Oral Presentation
Authors:
Rebecca Clark-Stallkamp, Virginia Tech, United States
Nikita Reis, Virginia Tech, United States

Abstract:

Inclusive design heralds the use of Universal Design for Learning (UDL) as a key mechanism for building and designing accessible online learning environments (Rose et al., 2014). Likewise, the Americans with Disabilities Act (ADA) demands legal compliance while the Web Content Accessibility Guidelines (WCAG) 2.0 outlines requirements for online accessibility. All of these standards address a growing need for accessibility support in online learning environments. However, reticence to use accessibility practices or guidelines in online learning permeates higher education institutions. From the lens of adoption of new technologies (Rogers, 2003), implementation and regulation of accessibility practices is halting in many institutions. Much of this reticence stems from faculty and designers’ beliefs in perpetuated myths regarding implementation. From “I do not have time, therefore, I shouldn’t bother,” to “no student told me they required accessible learning tools,” to “if I just do enough, I can consider my online learning accessible,” these myths are common misconceptions many accessibility professionals encounter regularly. This presentation will debunk the top myths present in higher education institutions. Using learning theory and legal policy, the presentation will provide an explanation on why accessibility is no longer an optional addition to online courses. The presenters will provide evidence-based guidance on how to implement accessibility practices online. Attendees will leave with a thorough understanding of how to plan and design accessibility practices into current and future online learning environments.

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