Comparative Analysis of Online Web Accessibility Evaluation Tools

In many countries, it is mandatory that Web information systems are accessible so that people with disabilities can use them. The developers of web information systems must ensure that their systems are accessible, and for this it can help the use of automatic evaluation tools. This paper presents the results of a comparative analysis of the performance of online accessibility evaluation tools. This analysis can be useful for developers of information systems, as it provides information that can be taken into account when deciding the tool or tools of this type that they will use in their projects. The paper also includes a proposal for classification of different types of tools that evaluate software accessibility, considering two dimensions: its usage and functionality

An investigation into the perspectives of providers and learners on MOOC accessibility

An effective open eLearning environment should consider the target learner’s abilities, learning goals, where learning takes place, and which specific device(s) the learner uses. MOOC platforms struggle to take these factors into account and typically are not accessible, inhibiting access to environments that are intended to be open to all. A series of research initiatives are described that are intended to benefit MOOC providers in achieving greater accessibility and disabled learners to improve their lifelong learning and re-skilling. In this paper, we first outline the rationale, the research questions, and the methodology. The research approach includes interviews, online surveys and a MOOC accessibility audit; we also include factors such the risk management of the research programme and ethical considerations when conducting research with vulnerable learners. Preliminary results are presented from interviews with providers and experts and from analysis of surveys of learners. Finally, we outline the future research opportunities. This paper is framed within the context of the Doctoral Consortium organised at the TEEM'17 conference

Auditing the accessibility of Massive Open Online Courses (MOOCs)

The outcome from the research being reported in this paper is the design of an accessibility audit to evaluate Massive Open Online Courses (MOOCs) for accessibility and to arrive at solutions and adaptations that can meet user needs. This accessibility audit includes expert-based heuristic evaluations and user-based evaluations of the MOOC platforms and individual courses

Can user recommendations be useful for improving MOOCs accessibility? A project for inclusive design and profitable feedback

At present there are no applications which include accessibility revisions for Massive Open Online Courses (MOOCs), neither in the context of MOOCs provider institutions nor from the point of view of any Open Educational Resource (OER) initiative. In this paper an approximation to this problem is presented, in the form of a specific web portal which will offer the possibility for any user to freely judge the accessibility of a certain course and advice about the missing means of meeting user needs or required adaptations. This kind of user feedback can be of great value for the future development of MOOC platforms, courses and the educational resources. The development of this web tool will gather valuable information directly from the users themselves to improve the educational quality and accessibility of these learning environments

Accessibility of websites of the European national tourism boards

Purpose: The aim is to find out the current state of accessibility of the websites of European national tourism boards. Furthermore, the identification of the most common errors in terms of accessibility as well as recommendations leading to their correction is aimed for. Design/methodology/approach: The study is based on methods of testing the availability of web systems. The testing included automated tools, namely AChecker and Accessibility Evaluation Tool, as well as the WCAG 2.1 checklist developed by WebAIM initiative. Findings: The research has shown a relatively high accessibility of those websites. Nevertheless, some accessibility violations have been identified that can significantly complicate the accessibility of those websites for users using various assistive devices or other alternative hardware or software means. The most commonly identified errors include: failure to use alternative text for content-relevant images, the absence of text or audio transcripts for videos shared via Youtube, missing descriptions for text form elements and missing label for search form. Practical implications: The results of the research can be used in the evaluation of web presentations at the level of tourism boards and destination management. Originality/Value: The main output of this article is the application of web testing methodology on a comprehensive set of national tourist boards.peer-reviewe

Guide on the Side and LibWizard Tutorials side-by-side: How do the two platforms for split-screen online tutorials compare?

Split-screen tutorials are an appealing and effective way for libraries to create online learning objects where learners interact with real-time web content. Many libraries are using the University of Arizona’s award-winning, open source platform, Guide on the Side; in 2016, Springshare released a proprietary alternative, LibWizard Tutorials. This article reviews the advantages and limitations of this kind of tutorial. It also examines the differences between each platform’s distinctive characteristics. These platforms create similar split-screen tutorials, but have differences that affect diverse aspects of installation, administration, authoring and editing, student learning, data management, and accessibility. Libraries now have the opportunity to consider and compare alternative platforms and decide which one is best suited to their needs, priorities and resources

Destination Online Communication: Why Less is Sometimes More. A Study of Online Communications of English Destinations

This research investigates the relationship between Web site design and the Web site end-user experience of a vast number of English tourism destinations, both local and regional ones. Following recent research in the field, this paper evaluates destinations' online communication based on the implemented Web site features and on the effectiveness of the communication itself, borrowing its research methodology from different domains. After content and functionality analysis, a user-experience, scenario-based investigation has been carried out, which demonstrated that complex Web sites do not always serve end-users' needs properly; in other words, Web site complexity is not directly related with good user experience. This research may help destination managers to foster their online communication if they have fewer content and functionalities but are better focused and clearly user-oriented. © 2014 Taylor & Francis

A survey of UK university web management: staffing, systems and issues

Purpose: The purpose of the paper is to summarize the findings of a survey of UK universities about how their web site is managed and resourced, which technologies are in use and what are seen as the main issues and priorities. Methodology/approach: The paper is based on a web based questionnaire distributed in summer 2006, and which received 104 usable responses from 87 insitutions. Findings: The survey showed that some web teams were based in IT and some in external relations, yet in both cases the site typically served internal and external audiences. The role of web manager is partly management of resources, time and people, partly about marketing and liaison and partly also concerned with more technical aspects including interface design and HTML. But it is a diverse role with a wide spread of responsibilities. On the whole web teams were relatively small. Three quarters of responding institutions had a CMS, but specific systems in use were diverse. 60% had a portal. There was evidence of increasing use of blogs and wikis. The key driver for the web site is student recruitment, with instituitional reputation and information to stakeholders also being important. The biggest perceived weaknesses were maintaining consistency with devolved content creation and currency of content; lack of resourcing a key threat while comprehensiveness was a key strength. Current and wished for projects pointed again to the diversity of the sector. Research implications/limitations: The lack of comparative data and difficulties of interpreting responses to closed questions where respondents could have quite different status (partly reflecting divergent patterns of governance of the web across the sector) create issues with the reliability of the research. Practical implications: Data about resourcing of web management, technology in use etc at comparable institutions is invaluable for practitioners in their efforts to gain resource in their own context. Originality/value of paper: The paper adds more systematic, current data to our limited knowledge about how university web sites are managed