Guidance on how Learning at Scale can be made more accessible

Management Science

Text available via DOI:

https://doi.org/10.1145/3386527.3406730
Final published version

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review

Published

Standard

Guidance on how Learning at Scale can be made more accessible. / Papathoma, Tina; Ferguson, Rebecca; Iniesto, Francisco et al.
Guidance on how Learning at Scale can be made more accessible. ACM, 2020. p. 289-292.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review

Harvard

Papathoma, T, Ferguson, R, Iniesto, F, Rets, I, Vogiatzis, D & Murphy, V 2020, Guidance on how Learning at Scale can be made more accessible. in Guidance on how Learning at Scale can be made more accessible. ACM, pp. 289-292, L@S '20: Seventh ACM Conference on Learning @ Scale, New York, United States, 12/08/20. https://doi.org/10.1145/3386527.3406730

APA

Papathoma, T., Ferguson, R., Iniesto, F., Rets, I., Vogiatzis, D., & Murphy, V. (2020). Guidance on how Learning at Scale can be made more accessible. In Guidance on how Learning at Scale can be made more accessible (pp. 289-292). ACM. https://doi.org/10.1145/3386527.3406730

Vancouver

Papathoma T, Ferguson R, Iniesto F, Rets I, Vogiatzis D, Murphy V. Guidance on how Learning at Scale can be made more accessible. In Guidance on how Learning at Scale can be made more accessible. ACM. 2020. p. 289-292 doi: 10.1145/3386527.3406730

Author

Papathoma, Tina ; Ferguson, Rebecca ; Iniesto, Francisco et al. / Guidance on how Learning at Scale can be made more accessible. Guidance on how Learning at Scale can be made more accessible. ACM, 2020. pp. 289-292

Bibtex

@inproceedings{c4504ead8d164932acddf7b37158bce7,

title = "Guidance on how Learning at Scale can be made more accessible",

abstract = "While learning at scale has the potential to widen access to education, the accessibility of courses offered on Massive Open Online Course (MOOC) platforms has not been researched in depth. This paper begins to fill that gap. Data was gathered using the participatory {\textquoteleft}Evidence Caf{\'e}{\textquoteright} method. Thematic analysis identified characteristics of accessible courses on these platforms. These characteristics include elements of both technology and pedagogy. Capturing and analysing expert insights enables this paper to provide guidance on how online courses can be made more accessible. The findings suggest that course production teams need to work collaboratively with providers to address issues of accessibility and involve learners in design, testing and evaluation. Well-designed tutor-supported activities that follow web accessibility and usability guidelines are needed, as well as educator training on accessibility.",

author = "Tina Papathoma and Rebecca Ferguson and Francisco Iniesto and Irina Rets and Dimitrios Vogiatzis and Victoria Murphy",

year = "2020",

month = aug,

day = "12",

doi = "10.1145/3386527.3406730",

language = "Undefined/Unknown",

isbn = "9781450379519",

pages = "289--292",

booktitle = "Guidance on how Learning at Scale can be made more accessible",

publisher = "ACM",

note = "L@S '20: Seventh ACM Conference on Learning @ Scale ; Conference date: 12-08-2020 Through 14-08-2020",

url = "https://dl.acm.org/doi/proceedings/10.1145/3386527",

}

RIS

TY - GEN

T1 - Guidance on how Learning at Scale can be made more accessible

AU - Papathoma, Tina

AU - Ferguson, Rebecca

AU - Iniesto, Francisco

AU - Rets, Irina

AU - Vogiatzis, Dimitrios

AU - Murphy, Victoria

PY - 2020/8/12

Y1 - 2020/8/12

N2 - While learning at scale has the potential to widen access to education, the accessibility of courses offered on Massive Open Online Course (MOOC) platforms has not been researched in depth. This paper begins to fill that gap. Data was gathered using the participatory ‘Evidence Café’ method. Thematic analysis identified characteristics of accessible courses on these platforms. These characteristics include elements of both technology and pedagogy. Capturing and analysing expert insights enables this paper to provide guidance on how online courses can be made more accessible. The findings suggest that course production teams need to work collaboratively with providers to address issues of accessibility and involve learners in design, testing and evaluation. Well-designed tutor-supported activities that follow web accessibility and usability guidelines are needed, as well as educator training on accessibility.

AB - While learning at scale has the potential to widen access to education, the accessibility of courses offered on Massive Open Online Course (MOOC) platforms has not been researched in depth. This paper begins to fill that gap. Data was gathered using the participatory ‘Evidence Café’ method. Thematic analysis identified characteristics of accessible courses on these platforms. These characteristics include elements of both technology and pedagogy. Capturing and analysing expert insights enables this paper to provide guidance on how online courses can be made more accessible. The findings suggest that course production teams need to work collaboratively with providers to address issues of accessibility and involve learners in design, testing and evaluation. Well-designed tutor-supported activities that follow web accessibility and usability guidelines are needed, as well as educator training on accessibility.

U2 - 10.1145/3386527.3406730

DO - 10.1145/3386527.3406730

M3 - Conference contribution/Paper

SN - 9781450379519

SP - 289

EP - 292

BT - Guidance on how Learning at Scale can be made more accessible

PB - ACM

T2 - L@S '20: Seventh ACM Conference on Learning @ Scale

Y2 - 12 August 2020 through 14 August 2020

ER -

Research

Text available via DOI: