Journal of Postsecondary Education & Disability
Despite laws in the United States (e.g., Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and its 2008 Amendments), students with various disabilities continue to experience access barriers to instructional content and inclusion in course activities. Online learning environments can present especially challenging circumstances for disabled students despite the advantages they could potentially bring. In this article, we present the design and development of three self-paced e-learning modules following a three-phased design process to prepare instructional design students to create accessible online learning content. The instructional design planning and development process can provide rich experiences for learning. In this design case, the authors tell the stories of the design team to delineate the recursive three-phased design process, aiming to present (a) the ideation, design, creation, and implementation of the accessibility modules to teach novice instructional designers the importance and methods to create accessible online instructional content and (b) the lessons learned by the design team as a result of the design process.
Copyright © 2023 Association On Higher Education And Disability
Included with the kind written permission of the copyright holder and the author.
Original Publication Citation
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), 75-87.
Yang, Mohan; Lowell, Victoria; Long, Yishi; and Farmer, Tadd, "Designing for Accessibility in Online Learning: A Design Case" (2023). STEMPS Faculty Publications. 240.