大规模网络开放课程的网络可访问性分析

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Informatics in Education Pub Date : 2021-03-21 DOI:10.32517/0234-0453-2021-36-1-38-46

Y. Kosova

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引用次数: 1

摘要

本文讨论了大规模在线开放课程(MOOCs)的网页可及性和网络学习中的网页可及性分析结果。通过四个MOOC聚合器的关键词搜索和四个俄语在线教育平台的总浏览，分配了38门与研究主题相关的免费课程和28门付费课程。唯一一门俄语课程——“e-learning中的Web accessibility”(Stepik平台)被检测到。我们分析了mooc宣传页面上呈现的以下位置:平台、作者、目标受众、培训时间、访问(开放/封闭)、成本、学生成就文件(证书/徽章/其他);培训模式(独立/与导师/其他);先决条件(起始技能)。MOOC在网络可访问性领域的平均“画像”已经形成:目标受众——网络开发者/网页设计师(占MOOC的45%)或在线课程开发者/教师(24%);先决条件-不需要(76%);成就证明-额外费用(55%)的证书;平台——Coursera(26%)、Canvas(24%)和EdX(21%)。详细分析了可供学习的9个mooc的内容。研究表明，mooc关于网络学习中网页无障碍的内容可以根据学生的目标受众而有所不同，具有不同的深度，但必须包括:网页无障碍和学习通用设计的概念以及相关的WCAG指南;Web内容可访问性评估方法;开发可访问的在线材料的方法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Analysis of massive open online courses on web accessibility

The article discusses the results of the analysis of massive open online courses (MOOCs) on web accessibility and web accessibility in e-learning. Using the search by keywords in four MOOC aggregators and total browsing of the four Russian-language online education platforms, 38 free and 28 paid courses on the research topic were allocated. The only one course in Russian — “Web accessibility in e-learning” (Stepik platform) was detected. The following positions presented on MOOCs’ promo pages were analyzed: platform, author, target audience, duration of training, access (open / closed), cost, student’s achievement document (certificate / badge / other); training mode (independently / with instructor / other); prerequisites (starting skills). An average MOOC “portrait” in the field of web accessibility has been formed: target audience — web developers/web designers (45 % of MOOCs) or developers/teachers of online courses (24 %); prerequisites — not required (76 %); achievement document — certificate for an additional fee (55 %); platform — Coursera (26 %), Canvas (24 %) and EdX (21 %). The content of the nine MOOCs available for study was analyzed in detail. It was shown, that the content of MOOCs on the web accessibility in e-learning can vary and have different depth depending on the target audience of students, but it must include: concepts of web accessibility and universal design in learning and related WCAG guidelines; web content accessibility assessment methods; methods for developing accessible online materials.

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来源期刊

Informatics in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.10

自引率

3.70%

发文量

审稿时长

20 weeks

期刊介绍： INFORMATICS IN EDUCATION publishes original articles about theoretical, experimental and methodological studies in the fields of informatics (computer science) education and educational applications of information technology, ranging from primary to tertiary education. Multidisciplinary research studies that enhance our understanding of how theoretical and technological innovations translate into educational practice are most welcome. We are particularly interested in work at boundaries, both the boundaries of informatics and of education. The topics covered by INFORMATICS IN EDUCATION will range across diverse aspects of informatics (computer science) education research including: empirical studies, including composing different approaches to teach various subjects, studying availability of various concepts at a given age, measuring knowledge transfer and skills developed, addressing gender issues, etc. statistical research on big data related to informatics (computer science) activities including e.g. research on assessment, online teaching, competitions, etc. educational engineering focusing mainly on developing high quality original teaching sequences of different informatics (computer science) topics that offer new, successful ways for knowledge transfer and development of computational thinking machine learning of student''s behavior including the use of information technology to observe students in the learning process and discovering clusters of their working design and evaluation of educational tools that apply information technology in novel ways.