Abstract
AbstractDistance education and online learning gained significant importance, especially during the COVID-19 pandemic, as well as in response to new needs and trends in the digital age. Learning Management Systems (LMS) are one of the main instruments for formal and informal learning activities. Learners, educators, and potential new customers need LMS that are accessible to instructors and other users with disabilities, as well as produce accessible content for students. Accessibility standards, as Section 508, EN 301 549, ADA (Americans with Disabilities Act), and WCAG (Web Content Accessibility Guidelines), serve as the basis for evaluating LMS providers commitment to inclusivity. This study presents a critical assessment of the publicly available information provided by the LMS providers on their accessibility. It explores and compares the media accessibility features offered and adherence to established standards. This chapter aims to provide educators, institutions, and learners with valuable insights, enabling them to make well-informed decisions in an era where digital learning has become ubiquitous. Moreover, results of the study highlight the need for enhanced accessibility features and improved usability in creating accessible and inclusive LMS. Key themes arising from the review of LMSs regarding their accessibility features and compliance with established standards are presented.
Publisher
Springer Nature Switzerland