Accessibility barriers for users of screen readers in the Moodle learning content management system

Abstract In recent decades, the use of the Internet has spread rapidly into diverse social spheres including that of education. Currently, most educational centers make use of e-learning environments created through authoring tool applications like learning content management systems (LCMSs). Howeve...
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Gespeichert in:

Autor*in:	Calvo, Rocío [verfasserIn] Iglesias, Ana [verfasserIn] Moreno, Lourdes [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2013

Schlagwörter:	Accessibility Authoring tool ATAG LCMS Screen reader users

Übergeordnetes Werk:	Enthalten in: Universal access in the information society - Berlin : Springer, 2001, 13(2013), 3 vom: 28. Sept., Seite 315-327
Übergeordnetes Werk:	volume:13 ; year:2013 ; number:3 ; day:28 ; month:09 ; pages:315-327

Links:	Volltext

DOI / URN:	10.1007/s10209-013-0314-3

Katalog-ID:	SPR009143181

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912			\|a GBV_ILN_40
912			\|a GBV_ILN_60
912			\|a GBV_ILN_62
912			\|a GBV_ILN_63
912			\|a GBV_ILN_69
912			\|a GBV_ILN_70
912			\|a GBV_ILN_73
912			\|a GBV_ILN_74
912			\|a GBV_ILN_90
912			\|a GBV_ILN_95
912			\|a GBV_ILN_100
912			\|a GBV_ILN_105
912			\|a GBV_ILN_110
912			\|a GBV_ILN_120
912			\|a GBV_ILN_138
912			\|a GBV_ILN_150
912			\|a GBV_ILN_151
912			\|a GBV_ILN_161
912			\|a GBV_ILN_170
912			\|a GBV_ILN_171
912			\|a GBV_ILN_187
912			\|a GBV_ILN_213
912			\|a GBV_ILN_224
912			\|a GBV_ILN_230
912			\|a GBV_ILN_250
912			\|a GBV_ILN_267
912			\|a GBV_ILN_281
912			\|a GBV_ILN_285
912			\|a GBV_ILN_293
912			\|a GBV_ILN_370
912			\|a GBV_ILN_602
912			\|a GBV_ILN_636
912			\|a GBV_ILN_702
912			\|a GBV_ILN_2001
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912			\|a GBV_ILN_2006
912			\|a GBV_ILN_2007
912			\|a GBV_ILN_2008
912			\|a GBV_ILN_2009
912			\|a GBV_ILN_2010
912			\|a GBV_ILN_2011
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912			\|a GBV_ILN_2015
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912			\|a GBV_ILN_2048
912			\|a GBV_ILN_2049
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912			\|a GBV_ILN_2068
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912			\|a GBV_ILN_2188
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912			\|a GBV_ILN_2232
912			\|a GBV_ILN_2336
912			\|a GBV_ILN_2446
912			\|a GBV_ILN_2470
912			\|a GBV_ILN_2472
912			\|a GBV_ILN_2507
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matchkey_str	article:16155297:2013----::cesbltbrirfrsrosreraesnhmollann
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allfields	10.1007/s10209-013-0314-3 doi (DE-627)SPR009143181 (SPR)s10209-013-0314-3-e DE-627 ger DE-627 rakwb eng 050 ASE 06.00 bkl Calvo, Rocío verfasserin aut Accessibility barriers for users of screen readers in the Moodle learning content management system 2013 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract In recent decades, the use of the Internet has spread rapidly into diverse social spheres including that of education. Currently, most educational centers make use of e-learning environments created through authoring tool applications like learning content management systems (LCMSs). However, most of these applications currently present accessibility barriers that make the creation of accessible e-learning environments difficult for teachers and administrators. In this paper, the accessibility of the Moodle authoring tool, one of the most frequently used LCMSs worldwide, is evaluated. More specifically, the evaluation is carried out from the perspective of two visually impaired users accessing content through screen readers, as well as a heuristic evaluation considering the World Wide Web Consortium’s Authoring Tool Accessibility Guidelines. The evaluation results demonstrate that Moodle presents barriers for screen reader users, limiting their ability to access the tool. One example of accessibility problems for visually impaired users is the frequent inability to publish learning contents without assistance. In light of these results, the paper offers recommendations that can be followed to reduce or eliminate these accessibility barriers. Accessibility (dpeaa)DE-He213 Authoring tool (dpeaa)DE-He213 ATAG (dpeaa)DE-He213 LCMS (dpeaa)DE-He213 Screen reader users (dpeaa)DE-He213 Iglesias, Ana verfasserin aut Moreno, Lourdes verfasserin aut Enthalten in Universal access in the information society Berlin : Springer, 2001 13(2013), 3 vom: 28. Sept., Seite 315-327 (DE-627)325697922 (DE-600)2039113-4 1615-5297 nnns volume:13 year:2013 number:3 day:28 month:09 pages:315-327 https://dx.doi.org/10.1007/s10209-013-0314-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OPC-BBI SSG-OPC-ASE GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_267 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 06.00 ASE AR 13 2013 3 28 09 315-327
spelling	10.1007/s10209-013-0314-3 doi (DE-627)SPR009143181 (SPR)s10209-013-0314-3-e DE-627 ger DE-627 rakwb eng 050 ASE 06.00 bkl Calvo, Rocío verfasserin aut Accessibility barriers for users of screen readers in the Moodle learning content management system 2013 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract In recent decades, the use of the Internet has spread rapidly into diverse social spheres including that of education. Currently, most educational centers make use of e-learning environments created through authoring tool applications like learning content management systems (LCMSs). However, most of these applications currently present accessibility barriers that make the creation of accessible e-learning environments difficult for teachers and administrators. In this paper, the accessibility of the Moodle authoring tool, one of the most frequently used LCMSs worldwide, is evaluated. More specifically, the evaluation is carried out from the perspective of two visually impaired users accessing content through screen readers, as well as a heuristic evaluation considering the World Wide Web Consortium’s Authoring Tool Accessibility Guidelines. The evaluation results demonstrate that Moodle presents barriers for screen reader users, limiting their ability to access the tool. One example of accessibility problems for visually impaired users is the frequent inability to publish learning contents without assistance. In light of these results, the paper offers recommendations that can be followed to reduce or eliminate these accessibility barriers. Accessibility (dpeaa)DE-He213 Authoring tool (dpeaa)DE-He213 ATAG (dpeaa)DE-He213 LCMS (dpeaa)DE-He213 Screen reader users (dpeaa)DE-He213 Iglesias, Ana verfasserin aut Moreno, Lourdes verfasserin aut Enthalten in Universal access in the information society Berlin : Springer, 2001 13(2013), 3 vom: 28. Sept., Seite 315-327 (DE-627)325697922 (DE-600)2039113-4 1615-5297 nnns volume:13 year:2013 number:3 day:28 month:09 pages:315-327 https://dx.doi.org/10.1007/s10209-013-0314-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OPC-BBI SSG-OPC-ASE GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_267 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 06.00 ASE AR 13 2013 3 28 09 315-327
allfields_unstemmed	10.1007/s10209-013-0314-3 doi (DE-627)SPR009143181 (SPR)s10209-013-0314-3-e DE-627 ger DE-627 rakwb eng 050 ASE 06.00 bkl Calvo, Rocío verfasserin aut Accessibility barriers for users of screen readers in the Moodle learning content management system 2013 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract In recent decades, the use of the Internet has spread rapidly into diverse social spheres including that of education. Currently, most educational centers make use of e-learning environments created through authoring tool applications like learning content management systems (LCMSs). However, most of these applications currently present accessibility barriers that make the creation of accessible e-learning environments difficult for teachers and administrators. In this paper, the accessibility of the Moodle authoring tool, one of the most frequently used LCMSs worldwide, is evaluated. More specifically, the evaluation is carried out from the perspective of two visually impaired users accessing content through screen readers, as well as a heuristic evaluation considering the World Wide Web Consortium’s Authoring Tool Accessibility Guidelines. The evaluation results demonstrate that Moodle presents barriers for screen reader users, limiting their ability to access the tool. One example of accessibility problems for visually impaired users is the frequent inability to publish learning contents without assistance. In light of these results, the paper offers recommendations that can be followed to reduce or eliminate these accessibility barriers. Accessibility (dpeaa)DE-He213 Authoring tool (dpeaa)DE-He213 ATAG (dpeaa)DE-He213 LCMS (dpeaa)DE-He213 Screen reader users (dpeaa)DE-He213 Iglesias, Ana verfasserin aut Moreno, Lourdes verfasserin aut Enthalten in Universal access in the information society Berlin : Springer, 2001 13(2013), 3 vom: 28. Sept., Seite 315-327 (DE-627)325697922 (DE-600)2039113-4 1615-5297 nnns volume:13 year:2013 number:3 day:28 month:09 pages:315-327 https://dx.doi.org/10.1007/s10209-013-0314-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OPC-BBI SSG-OPC-ASE GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_267 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 06.00 ASE AR 13 2013 3 28 09 315-327
allfieldsGer	10.1007/s10209-013-0314-3 doi (DE-627)SPR009143181 (SPR)s10209-013-0314-3-e DE-627 ger DE-627 rakwb eng 050 ASE 06.00 bkl Calvo, Rocío verfasserin aut Accessibility barriers for users of screen readers in the Moodle learning content management system 2013 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract In recent decades, the use of the Internet has spread rapidly into diverse social spheres including that of education. Currently, most educational centers make use of e-learning environments created through authoring tool applications like learning content management systems (LCMSs). However, most of these applications currently present accessibility barriers that make the creation of accessible e-learning environments difficult for teachers and administrators. In this paper, the accessibility of the Moodle authoring tool, one of the most frequently used LCMSs worldwide, is evaluated. More specifically, the evaluation is carried out from the perspective of two visually impaired users accessing content through screen readers, as well as a heuristic evaluation considering the World Wide Web Consortium’s Authoring Tool Accessibility Guidelines. The evaluation results demonstrate that Moodle presents barriers for screen reader users, limiting their ability to access the tool. One example of accessibility problems for visually impaired users is the frequent inability to publish learning contents without assistance. In light of these results, the paper offers recommendations that can be followed to reduce or eliminate these accessibility barriers. Accessibility (dpeaa)DE-He213 Authoring tool (dpeaa)DE-He213 ATAG (dpeaa)DE-He213 LCMS (dpeaa)DE-He213 Screen reader users (dpeaa)DE-He213 Iglesias, Ana verfasserin aut Moreno, Lourdes verfasserin aut Enthalten in Universal access in the information society Berlin : Springer, 2001 13(2013), 3 vom: 28. Sept., Seite 315-327 (DE-627)325697922 (DE-600)2039113-4 1615-5297 nnns volume:13 year:2013 number:3 day:28 month:09 pages:315-327 https://dx.doi.org/10.1007/s10209-013-0314-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OPC-BBI SSG-OPC-ASE GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_267 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 06.00 ASE AR 13 2013 3 28 09 315-327
allfieldsSound	10.1007/s10209-013-0314-3 doi (DE-627)SPR009143181 (SPR)s10209-013-0314-3-e DE-627 ger DE-627 rakwb eng 050 ASE 06.00 bkl Calvo, Rocío verfasserin aut Accessibility barriers for users of screen readers in the Moodle learning content management system 2013 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract In recent decades, the use of the Internet has spread rapidly into diverse social spheres including that of education. Currently, most educational centers make use of e-learning environments created through authoring tool applications like learning content management systems (LCMSs). However, most of these applications currently present accessibility barriers that make the creation of accessible e-learning environments difficult for teachers and administrators. In this paper, the accessibility of the Moodle authoring tool, one of the most frequently used LCMSs worldwide, is evaluated. More specifically, the evaluation is carried out from the perspective of two visually impaired users accessing content through screen readers, as well as a heuristic evaluation considering the World Wide Web Consortium’s Authoring Tool Accessibility Guidelines. The evaluation results demonstrate that Moodle presents barriers for screen reader users, limiting their ability to access the tool. One example of accessibility problems for visually impaired users is the frequent inability to publish learning contents without assistance. In light of these results, the paper offers recommendations that can be followed to reduce or eliminate these accessibility barriers. Accessibility (dpeaa)DE-He213 Authoring tool (dpeaa)DE-He213 ATAG (dpeaa)DE-He213 LCMS (dpeaa)DE-He213 Screen reader users (dpeaa)DE-He213 Iglesias, Ana verfasserin aut Moreno, Lourdes verfasserin aut Enthalten in Universal access in the information society Berlin : Springer, 2001 13(2013), 3 vom: 28. Sept., Seite 315-327 (DE-627)325697922 (DE-600)2039113-4 1615-5297 nnns volume:13 year:2013 number:3 day:28 month:09 pages:315-327 https://dx.doi.org/10.1007/s10209-013-0314-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OPC-BBI SSG-OPC-ASE GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_267 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 06.00 ASE AR 13 2013 3 28 09 315-327
language	English
source	Enthalten in Universal access in the information society 13(2013), 3 vom: 28. Sept., Seite 315-327 volume:13 year:2013 number:3 day:28 month:09 pages:315-327
sourceStr	Enthalten in Universal access in the information society 13(2013), 3 vom: 28. Sept., Seite 315-327 volume:13 year:2013 number:3 day:28 month:09 pages:315-327
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	Accessibility Authoring tool ATAG LCMS Screen reader users
dewey-raw	050
isfreeaccess_bool	false
container_title	Universal access in the information society
authorswithroles_txt_mv	Calvo, Rocío @@aut@@ Iglesias, Ana @@aut@@ Moreno, Lourdes @@aut@@
publishDateDaySort_date	2013-09-28T00:00:00Z
hierarchy_top_id	325697922
dewey-sort	250
id	SPR009143181
language_de	englisch
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author	Calvo, Rocío
spellingShingle	Calvo, Rocío ddc 050 bkl 06.00 misc Accessibility misc Authoring tool misc ATAG misc LCMS misc Screen reader users Accessibility barriers for users of screen readers in the Moodle learning content management system
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topic_title	050 ASE 06.00 bkl Accessibility barriers for users of screen readers in the Moodle learning content management system Accessibility (dpeaa)DE-He213 Authoring tool (dpeaa)DE-He213 ATAG (dpeaa)DE-He213 LCMS (dpeaa)DE-He213 Screen reader users (dpeaa)DE-He213
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title	Accessibility barriers for users of screen readers in the Moodle learning content management system
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title_full	Accessibility barriers for users of screen readers in the Moodle learning content management system
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title_sort	accessibility barriers for users of screen readers in the moodle learning content management system
title_auth	Accessibility barriers for users of screen readers in the Moodle learning content management system
abstract	Abstract In recent decades, the use of the Internet has spread rapidly into diverse social spheres including that of education. Currently, most educational centers make use of e-learning environments created through authoring tool applications like learning content management systems (LCMSs). However, most of these applications currently present accessibility barriers that make the creation of accessible e-learning environments difficult for teachers and administrators. In this paper, the accessibility of the Moodle authoring tool, one of the most frequently used LCMSs worldwide, is evaluated. More specifically, the evaluation is carried out from the perspective of two visually impaired users accessing content through screen readers, as well as a heuristic evaluation considering the World Wide Web Consortium’s Authoring Tool Accessibility Guidelines. The evaluation results demonstrate that Moodle presents barriers for screen reader users, limiting their ability to access the tool. One example of accessibility problems for visually impaired users is the frequent inability to publish learning contents without assistance. In light of these results, the paper offers recommendations that can be followed to reduce or eliminate these accessibility barriers.
abstractGer	Abstract In recent decades, the use of the Internet has spread rapidly into diverse social spheres including that of education. Currently, most educational centers make use of e-learning environments created through authoring tool applications like learning content management systems (LCMSs). However, most of these applications currently present accessibility barriers that make the creation of accessible e-learning environments difficult for teachers and administrators. In this paper, the accessibility of the Moodle authoring tool, one of the most frequently used LCMSs worldwide, is evaluated. More specifically, the evaluation is carried out from the perspective of two visually impaired users accessing content through screen readers, as well as a heuristic evaluation considering the World Wide Web Consortium’s Authoring Tool Accessibility Guidelines. The evaluation results demonstrate that Moodle presents barriers for screen reader users, limiting their ability to access the tool. One example of accessibility problems for visually impaired users is the frequent inability to publish learning contents without assistance. In light of these results, the paper offers recommendations that can be followed to reduce or eliminate these accessibility barriers.
abstract_unstemmed	Abstract In recent decades, the use of the Internet has spread rapidly into diverse social spheres including that of education. Currently, most educational centers make use of e-learning environments created through authoring tool applications like learning content management systems (LCMSs). However, most of these applications currently present accessibility barriers that make the creation of accessible e-learning environments difficult for teachers and administrators. In this paper, the accessibility of the Moodle authoring tool, one of the most frequently used LCMSs worldwide, is evaluated. More specifically, the evaluation is carried out from the perspective of two visually impaired users accessing content through screen readers, as well as a heuristic evaluation considering the World Wide Web Consortium’s Authoring Tool Accessibility Guidelines. The evaluation results demonstrate that Moodle presents barriers for screen reader users, limiting their ability to access the tool. One example of accessibility problems for visually impaired users is the frequent inability to publish learning contents without assistance. In light of these results, the paper offers recommendations that can be followed to reduce or eliminate these accessibility barriers.
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container_issue	3
title_short	Accessibility barriers for users of screen readers in the Moodle learning content management system
url	https://dx.doi.org/10.1007/s10209-013-0314-3
remote_bool	true
author2	Iglesias, Ana Moreno, Lourdes
author2Str	Iglesias, Ana Moreno, Lourdes
ppnlink	325697922
mediatype_str_mv	c
isOA_txt	false
hochschulschrift_bool	false
doi_str	10.1007/s10209-013-0314-3
up_date	2024-07-04T00:50:04.720Z
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Accessibility barriers for users of screen readers in the Moodle learning content management system

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