KaydedilenlerDerginizi ekleyin

Dergiler / Journal of Life Economics / 2018 / Cilt: 5 - Sayı: 4

ACCESSIBILITY EVALUATION OF MOOCS’ WEBSITES OF TURKEY

Yakup AKGÜL
Sayfa
23–36
Yayın Tarihi
2018-10-26
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

In this study, specifically in context of Turkey, three most commonly used MOOC platforms evaluated the level of accessibility of localized MOOCs using automatic accessibility checking and provide some recommendations to improve its accessibility and usability.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:Massive Open Online Courses are emerged by the use of developing technologies for distance learning.
📊
Temel Bulgular & Veri:Thus, number of open courses have been increased.
💡
Sonuç & Katkı:In this study, specifically in context of Turkey, three most commonly used MOOC platforms evaluated the level of accessibility of localized MOOCs using automatic accessibility checking and provide some recommendations to improve its accessibility and usability.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:MOOCs · Accessibility · e-Learning

Özet

Massive Open Online Courses are emerged by the use of developing technologies for distance learning. With the aid of these systems, millions of people have an opportunity to attend academic lectures and obtain certificate. In recent years, most of the well known universities have supported these type of studies. Thus, number of open courses have been increased. In this study, specifically in context of Turkey, three most commonly used MOOC platforms evaluated the level of accessibility of localized MOOCs using automatic accessibility checking and provide some recommendations to improve its accessibility and usability.

Abstract

Massive Open Online Courses are emerged by the use of developing technologies for distance learning. With the aid of these systems, millions of people have an opportunity to attend academic lectures and obtain certificate. In recent years, most of the well known universities have supported these type of studies. Thus, number of open courses have been increased. In this study, specifically in context of Turkey, three most commonly used MOOC platforms evaluated the level of accessibility of localized MOOCs using automatic accessibility checking and provide some recommendations to improve its accessibility and usability.

🔖

Bu Makaleye Atıf Yap

AKGÜL, Y. (2018). ACCESSIBILITY EVALUATION OF MOOCS’ WEBSITES OF TURKEY. Journal of Life Economics, Cilt: 5 - Sayı: 4, 23–36. https://ajindex.com/articles/2480

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (12)

  1. ACEDO, S. O., & OSUNA, S. M. T., (2016), ECO European project: inclusive education through accessible MOOCs, In Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality, ACM, 881-886.
  2. ACOSTA, T., ACOSTA-VARGAS, P., SALVADOR-ULLAURI, L., & LUJÁN-MORA, S., (2018), Method for Accessibility Assessment of Online Content Editors, In International Conference on Information Theoretic Security, Springer, Cham, 538-551.
  3. AL-MOUH, N. A., AL-KHALIFA, A. S., & AL-KHALIFA, H. S., (2014), A first look into MOOCs accessibility, In International Conference on Computers for Handicapped Persons, Springer, Cham., 145-152.
  4. ALLISON, C., MILLER, A., OLIVER, I., MICHAELSON, R., & TIROPANIS, T., (2012), The Web in education. Computer Networks, 56 (18), 3811-3824.
  5. ANASTASOPOULOS, N., & BAER, A. M., (2014), MOOCs: When opening doors to education, institutions must ensure that people with disabilities have equal access, Journal of Collective Bargaining in the Academy, (9), 39. AYDİN, C. H., (2017), Current Status of the MOOC Movement in the World and Reaction of the Turkish Higher Education Institutions, Open Praxis, 9 (1), 59-78.
  6. BAKER, P. M., BUJAK, K. R., & DEMİLLO, R., (2012), The evolving university: Disruptive change and institutional innovation, Procedia Computer Science, 14, 330-335.
  7. BOHNSACK, M., & PUHL, S., (2014),
  8. Accessibility of MOOCs, In International Conference on Computers for Handicapped Persons, Springer, Cham., 141-144.
  9. BONG, W. K., & CHEN, W., (2016), How accessible are MOOCs to the elderly?. In International Conference on Computers Helping People with Special Needs, Springer, Cham., 437-444.
  10. BURGSTAHLER, S., (2001), Real Connections: Making Distance Learning Accessible to Everyone. http://www.washington.edu/doit/Brochures/Technology/distance.learn.html [Accessed: 07.08.218) BURGSTAHLER, S., CORRIGAN, B., & MCCARTER, J., (2005), Steps toward making distance learning accessible to students and instructors with disabilities, Information Technology and Disabilities, 11 (1). BUZZI, M. C., BUZZI, M., & LEPORINI, B., (2009), Accessing e-learning systems via screen reader: an example, In International Conference on Human-Computer Interaction, Springer, Berlin, Heidelberg, 21-30.
  11. BÜHLER, C., & FISSELER, B., (2007), Accessible e-learning and educational technology-extending learning opportunities for people with disabilities, In Conference ICL2007, September 26-28, 2007, Kassel University Press.
  12. CALLE-JIMENEZ, T., SANCHEZ