Accessibility Considerations for e-Learning in Ghana

Autor/in	Boateng, John Kwame
Titel	Accessibility Considerations for e-Learning in Ghana
Quelle	In: Journal of Education and e-Learning Research, 3 (2016) 4, S.124-129 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Boateng, John Kwame)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2518-0169
Schlagwörter	Foreign Countries; Electronic Learning; Adult Learning; Disabilities; Likert Scales; Design Requirements; Curriculum Design; Computer System Design; Database Management Systems; Performance Factors; Accessibility (for Disabled); Usability; Student Educational Objectives; Student Experience; Special Needs Students; Questionnaires; Communication Strategies; Ghana + Suchen Sie Ihr Suchwort? Ausland; Adulte education; Adult training; Erwachsenenbildung; Handicap; Behinderung; Likert-Skala; Design preferences; Gestaltungsmittel; Lehrplangestaltung; Datenbanksystem; Leistungsindikator; Accessibility; Zugänglichkeit; Studienerfahrung; Sonderpädagogischer Förderbedarf; Fragebogen; Kommunikationsstrategie
Abstract	This paper reports on a study that explored the best ways to design e-learning in order to provide better access for adult learners with disabilities. Two districts from the Central Region of Ghana were selected and two major research questions guided the study. The five-point Likert scale was employed between May and August of 2014. The two questions asked were: The kind of issues that should be taken into account in the design and management of accessible e-learning? And what problems need be resolved to have accessibility solutions for e-learning by the diverse adult learner population in the region? The results confirm existing insights about accessibility considerations in Ghana, other African countries and the world at large for the disabled, showing that Ghana and other African countries are not unique in terms of accessibility requirements in designing e learning in order to provide better access for adult learners with disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01