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Heuristic evaluations of the accessibility of learning management systems (LMSs) as authoring tools for teachers

机译：对作为教师创作工具的学习管理系统（LMS）的可访问性的启发式评估

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With the development of e-education and e-society it is important for information and communication systems and services to be equally accessible to all users, including people with disabilities. Learning management systems (LMSs) are becoming a necessity in higher education and making them accessible to all users, both students and teachers, is crucial. Existing studies on accessibility of LMSs mostly focus on students and their access to learning materials. Very few studies have focused on the accessibility of LMSs for teachers who are responsible for using LMSs to create accessible contents for students. This paper presents the heuristic evaluations of two learning management systems (Fronter and Sakai) focusing on their accessibility from teachers’ perspective. Based on universal design principles and guidelines we aim to identify accessibility issues and to propose possible improvements. The Authoring Tool Accessibility Guidelines (ATAG) 2.0 were adopted in the heuristic evaluations and qualitative data have been collected. We have also compared the findings from the evaluations of Fronter and Sakai, as well as Moodle, an open source LMS which was evaluated in our previous heuristic evaluation. The analysis of the data shows that the level of conformance of the systems to the ATAG2.0 guidelines is very low and many issues needs to be solved for them to be fully accessible for teachers with disabilities.
机译：随着电子教育和电子社会的发展，对信息和通信系统及服务而言，包括残疾人在内的所有用户均应平等获得信息，这一点很重要。学习管理系统（LMS）成为高等教育中的必需品，使学生和教师的所有用户都可以使用它们。现有的有关LMS可达性的研究主要集中在学生及其学习材料的获取上。对于负责使用LMS为学生创建可访问内容的教师，很少有研究关注LMS的可访问性。本文介绍了两种学习管理系统（Fronter和Sakai）的启发式评估，重点是从教师的角度来看它们的可访问性。基于通用设计原则和指南，我们旨在确定可访问性问题并提出可能的改进方案。在启发式评估中采用了创作工具可访问性指南（ATAG）2.0，并收集了定性数据。我们还比较了Fronter和Sakai以及开放源LMS Moodle的评估结果，该评估在我们先前的启发式评估中进行了评估。对数据的分析表明，系统对ATAG2.0指南的遵从程度很低，需要解决许多问题才能使残疾教师完全访问它们。

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