Abstract
The application of the Universal Design for Learning framework favors the creation of virtual educational environments for all. It requires the development of accessible content, a usable platform and the use of flexible didactics and evaluations that promote the constant motivation of students. The present study aims to design a methodology to evaluate the usability of the Moodle platform based on the principles of Universal Design for Learning. It recognizes the importance of accessibility, usability and the availability of Assistive Technologies in an inclusive virtual education that meets the needs of students. We developed and applied a methodology to assess the level of usability of Moodle, taking into account that they integrate Assistive Technologies or are used for MOOC contexts. We employ the mixed design research framework to evaluate a MOOC-type educational program. We conclude that Universal Design for Learning principles and guidelines are positively valued by students and have a positive impact on certification rates.
Keywords
Distance education and online learning evaluation methodologies lifelong learning special needs education teaching/learning strategies
Thanks
The researchers would like to acknowledge the support and participation of the students, teachers, and administration departments of Universidad del Atlántico in Colombia and Universidad de Granada in Spain.
References
- Abuaddous, H. Y., Jali, M. Z., & Basir, N. (2016). Web accessibility challenges. International Journal of Advanced Computer Science and Applications, 7(10) 172-181.
- Alahmadi, S., Drew, T. (2017). An evaluation of the accessibility of top-ranking university websites: Accessibility rates from 2005 to 2015. Journal of Open, Flexible, and Distance Learning, 21(1) 7–24.
- Armano, T., Borsero, M., Capietto, A., Murru, N., Panzarea, A., Ruighi, A. (2018). On the accessibility of moodle 2 by visually impaired users, with a focus on mathematical content. Universal Access in the Information Society, 17(4), 865–874.
- Borrella, I. Caballero-Caballero, S. Ponce-Cueto, E. (2022). Taking action to reduce dropout in moocs: Tested interventions. Computers Education, 179, 104412.
- Bray, A., Devitt, A., Banks, J., Sanchez Fuentes, S., Sandoval, M., Riviou, K., ... & Terrenzio, S. (2023). What next for Universal Design for Learning? A systematic literature review of technology in UDL implementations at second level. British Journal of Educational Technology, 55(1), 113-138.
Abstract
References
- Abuaddous, H. Y., Jali, M. Z., & Basir, N. (2016). Web accessibility challenges. International Journal of Advanced Computer Science and Applications, 7(10) 172-181.
- Alahmadi, S., Drew, T. (2017). An evaluation of the accessibility of top-ranking university websites: Accessibility rates from 2005 to 2015. Journal of Open, Flexible, and Distance Learning, 21(1) 7–24.
- Armano, T., Borsero, M., Capietto, A., Murru, N., Panzarea, A., Ruighi, A. (2018). On the accessibility of moodle 2 by visually impaired users, with a focus on mathematical content. Universal Access in the Information Society, 17(4), 865–874.
- Borrella, I. Caballero-Caballero, S. Ponce-Cueto, E. (2022). Taking action to reduce dropout in moocs: Tested interventions. Computers Education, 179, 104412.
- Bray, A., Devitt, A., Banks, J., Sanchez Fuentes, S., Sandoval, M., Riviou, K., ... & Terrenzio, S. (2023). What next for Universal Design for Learning? A systematic literature review of technology in UDL implementations at second level. British Journal of Educational Technology, 55(1), 113-138.
Details
| Primary Language | English |
|---|---|
| Subjects | Classroom Measurement Practices |
| Journal Section | Articles |
| Authors | |
| Publication Date | July 1, 2025 |
| Submission Date | July 12, 2024 |
| Acceptance Date | October 7, 2024 |
| Published in Issue | Year 2025 Volume: 26 Issue: 3 |