Comparison of Students Using Electronic Learning Website of the University of South Africa

Autor/in	Maboe, Motlhabane Jacobus
Titel	Comparison of Students Using Electronic Learning Website of the University of South Africa
Quelle	In: International Journal of Virtual and Personal Learning Environments, 10 (2020) 1, S.24-35, Artikel 2 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-8518
DOI	10.4018/IJVPLE.2020010102
Schlagwörter	Electronic Learning; Distance Education; Students with Disabilities; Integrated Learning Systems; Time on Task; Foreign Countries; Web Sites; Usability; Accessibility (for Disabled); Access to Education; Assistive Technology; Inclusion; Adults; Open Universities; South Africa + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Zeitaufwand; Ausland; Web-Design; Accessibility; Zugänglichkeit; Education; Access; Bildung; Zugang; Bildungszugang; Inklusion; Offene Universität; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	It is almost impossible to perform academic activities, such as accessing study material or contacting lecturers and other teaching and learning processes, at an open distance learning institution without the use of computers and the internet. This article investigates and reports on the time taken by students with and without disabilities to complete certain tasks using the University of South Africa's learning management systems (LMS). The findings of the study indicate that the time taken by students with disabilities to finish tasks is much longer compared to the students without disabilities. The study established that well-developed e-learning platforms guarantee efficient and effective use by both students with and without disabilities. The study suggests that it is significant for all LMS stakeholders to be involved in the development of e-learning websites. This is to ensure that accessibility and usability of these websites are adhered to during the development of e-learning websites. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01