Distance learning is one of the many benefits derived from the growth and popularity of the internet. Distance learning offers us the opportunity to take university level courses without actually walking into a classroom. All of the typical activities associated with taking courses are done virtually via the internet, including reading, engaging in discussions and taking tests. Distance learning makes it easier for many of us to take courses that further our careers or expand our minds. But, with any part of the internet, the questions come back to accessibility .

In November of 2008, the American Foundation for the Blind released a survey indicating that all is not well when it comes to the accessibility of distance learning options. Survey participants commented on the following distance learning software tools: Blackboard, Web CT, Live Text, Moodle, Apex Learning, Aventa, MyMathLab, Wimba, ed2go, Elluminate, PowerSchool, and others. But the vast majority of participants commented on Blackboard which is the most popular of the tools.

Results of the survey suggest that distance learning tools fall somewhere in between being fully accessible and not at all accessible. The consensus seemed to be that the tools are usable with difficulties. Approximately 80 percent believed these tools to be either usable with quirks, usable with lots of patience or inconsistent. Blackboard seemed to be somewhat more accessible than the other tools mentioned. Though somewhat limited, the results also indicate that persons using screen magnification software had greater difficulty than those using screen readers. Survey respondents pointed out problems they had accessing assignments, assessments, live chat discussions and email. PDF documents also caused accessibility problems.

The AFB study suggests the following possible solutions to the accessibility problems experienced by blind and visually impaired students. In the short run, instructors can do a number of things to mitigate against these issues. Being flexible about timed tests, posting documents as MSWord or HTML and refraining from the use of PDF documents, and sharing email addresses can go a long way toward the elimination of these issues. Students who are familiar with keyboard shortcuts and who use the latest versions of screen readers and screen magnifiers will encounter fewer problems. Over the long haul, universities need to do a lot more to make their distance learning tools accessible to students. Being more careful about the use of headings and proper labeling of graphics would be a good beginning. The Carroll Center for the blind offers distance learning courses in a wide variety of computer software. Rather than use an existing distance learning tool, the Carroll Center decided to develop its own tool which is a modification of Moodle. This tool provides a fully accessible experience but does not now have the ability to administer timed tests. For more information on these courses, go to Carroll Tech.

Finally I’d like to consider what happens when users of screen readers and screen magnification software take online courses on vocational rehabilitation for the blind. Here, we have the perfect irony which has the potential to label certain universities as hypocrites of the highest order! Here we have universities training professionals whose mission it is to train and equip persons who are blind so that they can go out and compete on terms of equality with persons who are not blind for employment. The theory is that, given training and opportunity, a blind person can do almost any job unless its core functions require vision. For example, a blind person cannot be a taxi driver. But there should be no reason why a blind person cannot be a rehabilitation teacher or a teacher of the visually impaired. There are many very successful RTs and TVIs out in the field today. Yet, if universities are using inaccessible distance learning tools, they are erecting barriers for blind VR students.

I did a quick check of three well-known VR programs located in Massachusetts, Florida and California. Both the University of Massachusetts at Boston and Florida State University at Tallahassee use blackboard for their online courses. I had the opportunity to speak with one university of Massachusetts student who told me of the many problems she has had with online courses. In the cases where professors were willing to share email addresses and send course materials and tests directly to her email inbox her experience was quite accessible. Even so, she was not able to participate in some of the interactive online discussions. Worst of all, some of her professors have been less than cooperative when it comes to accommodating her accessibility needs. Through extensive questioning I was able to determine that she was a proficient PC user. UMass has claimed that her lack of ability with the PC is what has caused her problems. The AFB study referenced above suggests otherwise.

It was interesting to note that San Francisco State University has very recently switched from Blackboard to iLearn. This tool is a modification of Moodle. I read a document that discussed the change over and it did not mention accessibility as a reason for the change, though usability was mentioned.

In conclusion, I firmly believe that universities need to ensure that their distance learning courses are accessible for users of screen readers and screen magnification software. We will not sit by and find ourselves once again on the wrong side of the digital divide.

The train that drives the proliferation of distance learning is picking up speed and we want on that train!

To see the AFB survey on distance learning tools, go to afb distance learning survey
To see an extensive nationwide listing of university programs in vocational rehabilitation of the blind go to vr programs blindness