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dc.contributor.author Brown, Justin en
dc.contributor.author Permvattana, Ruchi en
dc.contributor.author Hollier, Scott en
dc.contributor.author McKee, Jason en
dc.date.accessioned 2022-06-20T21:01:32Z
dc.date.available 2022-06-20T21:01:32Z
dc.date.issued 2022 en
dc.identifier.citation Journal on Technology and Persons with Disabilities 10: 82-96. en
dc.identifier.issn 2330-4219 en
dc.identifier.uri http://hdl.handle.net/10211.3/223467
dc.description 37th Annual Assistive Technology Conference Scientific/Research Proceedings, online 2022 en
dc.description.abstract The COVID-19 pandemic impacted nearly all aspects of life in 2020, leading to significant social, economic and technological change. Educational institutions were particularly impacted as social distancing and lockdowns precluded student attendance on[1]campus or in-class. Universities around the world found themselves pivoting to fully online delivery of learning content, assessments and collaboration, while striving to minimise disruption or loss to pedagogical fidelity. While universities achieved what many thought impossible, the rush away from bricks and mortar education did surface an underlying issue that while always present, had mostly been in the background. This issue was digital accessibility, a mixture of technology, policy and empathy that allows electronic content and systems to be consumed and interacted with by users of assistive technologies. This paper outlines the core precepts of digital accessibility, the standards by which it is defined, and the technologies used by people with disabilities to interact with the online world. The authors, reflecting on their own experiences of digital accessibility within the university sector propose a four-quadrant model for institutional support of accessible online learning. This model includes the role of the policy environment, accessibility awareness by faculty, accessibility support roles and the critical nature of IT procurement. en
dc.format application/pdf en
dc.format.extent 14 pages en
dc.language.iso en en
dc.publisher California State University, Northridge. en
dc.rights Copyright 2022 by the authors and California State University, Northridge en
dc.subject Online learning en
dc.subject digital accessibility en
dc.subject WCAG en
dc.subject COVID-19 en
dc.subject disability en
dc.subject model en
dc.title Online Learning & COVID-19: Exploring Digital Accessibility en
dc.type Article en
dc.rights.license Creative Commons Attribution-NoDerivs 4.0 Unported License. en


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