Article2008

E-Learning and Blindness: A Comparative Study of the Quality of an E-Learning Experience

20 citations0/0 files storedJournal of Visual Impairment & Blindness

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Digital Accessibility for Disabilities Online and Blended Learning Visual and Cognitive Learning Processes

Abstract

This study compared the experiences of 10 participants who were blind and 10 participants who were sighted in working through an online learning task and explores the application of cognitive load theory. It considered the quality of the learning experience and the implications for practitioners.

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References

2003Nine Ways to Reduce Cognitive Load in Multimedia Learning 2003Cognitive Load Measurement as a Means to Advance Cognitive Load Theory 1999Cognitive principles of multimedia learning: The role of modality and contiguity.2003The promise of multimedia learning: using the same instructional design methods across different media 2009Web Content Accessibility Guidelines 2.0 2006E-Learning and Disability in Higher Education 2000Usability testing with screen reading technology in a Windows environment 2006Holistic approaches to e-learning accessibility

Cited by

2010The relationship among frequency and type of internet use, perceived social support, and sense of well-being in individuals with visual impairments 2012Internet Use by Transition-Aged Youths with Visual Impairments in the United States: Assessing the Impact of Postsecondary Predictors 2014Health Education for the Blind: Evaluation of Accessibility of an Inclusive Online Course 2023Estimation of Interaction Time for Students with Vision and Motor Problems when Using Computers and E-Learning Technology 2009E-learning and Blindness: evaluating the quality of the learning experience to inform policy and practice

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