Many websites remain inaccessible for people with disabilities, despite the availability of relevant guidelines and tools. This is mainly due to lack of appropriate training of Web designers on accessibility technology. In this paper, a project-based learning activity designed to instruct Web accessibility guidelines and good design practices is presented. The activity is mediated by a web-based learning environment, which presents real-world examples of accessibility impasses that arise when certain, established guidelines are violated, and then provides advice on how to avoid or resolve them. The learning material contained in the tool is offered through a faceted browsing approach, thus enabling active exploration by the learner. A within-subjects case study compared the learning effectiveness of traditional academic instruction (pre-condition) with the proposed project based activity (post-condition) in the context of a University course. A significant improvement in students’ academic performance and perceived learning was found.
BT - Education and Information Technologies DO - 10.1007/s10639-010-9145-5 IS - 1 LA - eng N1 -This paper presented the result of an online training for Web developers of Web accessibility guidelines. It compared the traditional academic instruction with the project's activity. The results showed that activity-based couse produced a significant improvement in terms of students' academic performance.
N2 -Many websites remain inaccessible for people with disabilities, despite the availability of relevant guidelines and tools. This is mainly due to lack of appropriate training of Web designers on accessibility technology. In this paper, a project-based learning activity designed to instruct Web accessibility guidelines and good design practices is presented. The activity is mediated by a web-based learning environment, which presents real-world examples of accessibility impasses that arise when certain, established guidelines are violated, and then provides advice on how to avoid or resolve them. The learning material contained in the tool is offered through a faceted browsing approach, thus enabling active exploration by the learner. A within-subjects case study compared the learning effectiveness of traditional academic instruction (pre-condition) with the proposed project based activity (post-condition) in the context of a University course. A significant improvement in students’ academic performance and perceived learning was found.
PY - 2012 SP - 79 EP - 94 T2 - Education and Information Technologies TI - Learning about web accessibility: A project based tool-mediated approach VL - 17 ER -