What Does It Mean for an Online Course to Be Accessible?
Why Is Online Course Accessibility Important?
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Following Accessibility Laws
There are legal requirements that ensure digital content is accessible to people with disabilities. Guidelines like WCAG, ADA 508, EA 2010, EN 301 549, VWAS, AODA, and GIGW are in place to make sure online courses, documents, and training materials can be used by everyone. Following these guidelines helps organizations meet legal standards while creating an inclusive learning space for all users.
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Reaching More Learners and Customers
Many people don’t realize that around 10% of the population has some form of disability. If an online course or platform is not fully accessible, a large number of potential learners will struggle to use it properly. This doesn’t just affect students—it affects businesses too.
Also Read: Why is Web Accessibility Important for Your Business?Think about what this means for workplace training. If employees cannot access the learning materials they need, they will not be able to develop their skills as well as others. This creates gaps in knowledge and performance that can hurt the organization.
A company that makes learning accessible for all its employees will have a stronger, more capable workforce. If training is not available to everyone, talented individuals might look for opportunities elsewhere, in places that are more inclusive.
Also Read: Document Accessibility and its Role in Fostering an Inclusive Workplace -
Making E-Learning Easier for Everyone
Designing e-learning with accessibility in mind does not just help students with disabilities. It also improves the learning experience for the general audience.
For example, keeping the navigation clear and structured is helpful for students using screen readers, but it also makes it easier for everyone to move through the course without confusion. When students can find what they need quickly, they spend more time learning and less time figuring out where to go next.
Providing transcripts or closed captions for videos and audio is essential for students who are deaf or hard of hearing. But this also helps learners study in noisy environments, such as a busy café or a shared space where they cannot use headphones. It allows them to follow the content without missing important information.
Using high color contrast in course design makes content easier to see for learners with visual impairments. At the same time, it also helps students who are taking the course in bright conditions, such as outdoors or near a window. Clear visuals ensure that no one struggles to read the content.
Accessibility Checklist for Online Courses
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Course Layout
- The course follows a clear and organized structure, making it easy for students to find what they need. The course menu follows a logical order, and related content is grouped together.
- Navigation is simple and consistent. A uniform color scheme and icons help students recognize sections easily. Titles are clear and descriptive.
- Students can move through the course using only a keyboard. All functions, including assignments, discussions, and quizzes, should be accessible without a mouse.
- Course materials can be printed, allowing students to review content in different formats.
- All PDFs contain selectable text instead of just images. Screen readers should be able to read each word individually, not just entire blocks of text.
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Syllabus and Course Information
- The syllabus includes a statement about Disability Services, informing students about available support.
- Information about campus policies on disability accommodations is provided, either within the course or as a link to official resources.
- Contact details for the Accessibility Resources Office are clearly listed, ensuring students know where to seek assistance.
- A detailed outline of course content and expectations is available in the course information section, so students understand what to expect from the start.
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Structuring Content
- White space is used between sections of content, making reading easier and improving clarity.
- Headings and subheadings are used to show structure and hierarchy, helping students navigate the material smoothly.
- Instead of changing font size or bolding text to create headings, proper built-in heading styles are applied to maintain accessibility.
- Heading levels are applied in order without skipping levels. This ensures that screen readers can interpret the structure correctly.
- Lists are formatted using the built-in list tool, not manually typed dashes or bullet points. This helps screen readers process the information accurately.
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Text Formatting
- Large blocks of italicized text are avoided, as they can be difficult to read.
- Underlining is reserved for hyperlinks only. Other forms of emphasis, like bold text, are used instead.
- All capital letters are used sparingly since they are harder to read and can be interpreted as shouting.
- Simple, easy-to-read fonts are used instead of decorative or cursive styles. The number of different fonts is kept to a minimum for consistency.
- Text is always used instead of images containing words. If an image with text must be included, an alternative text description is provided.
- Blinking or moving text is avoided, as it can be distracting and difficult for some students to read.
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Links
- Links include descriptive text instead of just the URL. For example, instead of writing "Click here," the link clearly describes what students will find when they open it.
- Ambiguous link text is avoided. Every link should make sense on its own without surrounding context.
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Tables
- Tables are used only for organizing data, not for page layout. This ensures they are accessible to all students.
- Each table includes a caption, making it clear what information is presented.
- Column and row headers are identified to help students understand the structure of the table.
- Instead of using images of tables, actual tables are created so that screen readers can read the content.
- Complex tables with merged cells or multiple layers of data are avoided. Simple, well-structured tables work best for accessibility.
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Math and Science Content
- Equations and mathematical expressions are created in formats that can be read by screen readers.
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Images
- Every image should have alternative text (alt text) so screen readers can describe it to users with visual impairment..
- The alt text should explain the image’s purpose rather than just describing how it looks. If the image adds meaning, the description should reflect that.
- Avoid repeating information already covered in surrounding text or captions. There’s no need to add "image of" in the alt text.
- File names should never be used as alt text. Instead of "image_003.jpg," describe what the image represents.
- Keep most alt text under 125 characters. If an image is complex, provide a longer description or an alternative format.
- Avoid using images of tables or text. If text is part of an image and important for understanding, include it in the surrounding text or within the alt text.
- Decorative images that don’t add meaning should be marked as empty in web-based content. This prevents screen readers from announcing unnecessary details.
- Different programs handle alt text differently, so check the accessibility features of the platform you are using.
Achieve Image Accessibility with Invicta™
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Multimedia
- Every video should have captions or a synchronized transcript to ensure accessibility for students who are deaf or hard of hearing.
- Audio-only content should always come with a transcript so students can access the information in text form.
- If a video includes important visual information, an audio description or text-based explanation should be provided to ensure all students understand the content.
- Auto-generated captions often contain mistakes, so captions and transcripts should always be reviewed for accuracy.
- Long videos should be broken into shorter segments, ideally no longer than 15-20 minutes, to improve engagement and accessibility.
- Audio should be clear, and video resolution should be high enough to ensure visibility of all important details.
- Students should be able to pause, rewind, and move through videos easily, allowing them to review content at their own pace.
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Microsoft Word
- Follow accessibility guidelines to ensure documents are easy to read and navigate.
- The reading order of elements should be checked and adjusted if necessary, so screen readers present the content in a logical flow.
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PDF Documents
- PDFs should be created with accessibility in mind by following proper formatting guidelines.
- If a PDF is generated from a Word document, it should be converted properly to retain accessibility features.
- Text should be selectable and searchable rather than appearing as an image, so screen readers can read it.
- The reading order of elements should be checked and adjusted if needed to ensure a logical sequence.
- Tagging elements correctly improves accessibility and makes navigation easier for students using assistive technology.
Streamline Document Accessibility with PREP
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Microsoft PowerPoint
- Accessibility guidelines should be followed to make slides clear and easy to navigate.
- Alternative text should be added to images so all students can access visual content.
- The reading order of slide elements should be reviewed and adjusted to ensure proper navigation with screen readers.
- If a PowerPoint presentation needs to be shared as a PDF, converting it properly will help maintain accessibility features.
Make Your PowerPoint Presentations Accessible
How to Check If Your Course Is Accessible for All Learners
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Go Through the Course Yourself
- Try navigating your course without a mouse. Use only the keyboard to move between sections, click buttons, and complete activities. This helps check if students who rely on keyboard navigation can access everything properly.
- Check if the headings and content follow a clear structure. Screen readers rely on this to read the material in the right order. If the content jumps around or is not labeled properly, it can be difficult for some students to follow.
- Look at the colors used in the course. Text and background colors should contrast well so students with vision difficulties can read easily. Many browsers have built-in tools or extensions that can check this for you.
- If the course includes videos, images, or audio, make sure there are captions, transcripts, and descriptions. Videos should have captions so students who cannot hear can still understand. Images should have alt text that describes what they show. Audio content should have a transcript available.
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Use Automated Tools to Find Issues
- There are free tools that scan your course for accessibility problems. Platforms like WAVE, axe, or Lighthouse highlight missing alt text, poor color contrast, and structural issues.
- If your learning management system (LMS) has an accessibility checker, use it. Many LMS platforms have built-in tools that identify problems in course design and suggest fixes.
- For course documents like PDFs, slides, or Word files, check if they are accessible. Tools like PREP or Adobe Acrobat’s accessibility checker can spot issues, such as missing headings or text that screen readers cannot recognize.
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Try Assistive Technologies
- Use a screen reader to go through the course as a student with a visual impairment would. Free options like NVDA (for Windows), VoiceOver (for Mac), or JAWS can help you experience how the content is read aloud. If something is confusing or out of order, adjustments may be needed.
- Test speech-to-text tools by trying to dictate responses instead of typing. This helps see if students who use voice input can complete assignments and navigate the course smoothly.
- Simulate different disabilities to understand the challenges some students face. Extensions like NoCoffee can mimic vision impairments, while Tabli helps test keyboard navigation.
Using a mix of these methods makes the course more welcoming and easier to use for all students. Even small improvements can make a big difference in helping everyone access and engage with the content.
How to Use the Latest Tech to Make Learning Content More Accessible?
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Virtual Reality
Instead of just reading about something, students can now experience it. Virtual reality allows learners to step into different environments, whether it’s exploring ancient civilizations, conducting virtual science experiments, or walking through historical events. This hands-on experience helps students learn information in a way that feels real.
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Augmented Reality
Learning becomes more interactive when digital elements are added to the real world. Augmented reality allows students to take virtual tours of museums, historical landmarks, or even the human body, all from their own homes or classrooms. This makes lessons more engaging and helps students visualize difficult concepts.
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Artificial Intelligence
Not all students learn at the same pace, and AI makes it easier to personalize learning. By analyzing a student’s progress, AI can identify areas where they need more practice and suggest resources to help them improve. It creates a more personalized learning path so students can focus on what matters most to them.
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Machine Learning
Every student has different strengths, weaknesses, and goals. Machine learning uses past learning data to adjust lessons based on a student’s performance. It ensures that each learner gets a customized experience, making learning more efficient and focused on their needs.
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Big Data
Understanding what works and what doesn’t is important in education. Big data helps track how students interact with learning materials, showing which topics they struggle with and which ones they master easily. This information helps educators refine their content, making sure students get the support they need in the areas that matter most.
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Wearable Devices
Learning isn’t limited to classrooms anymore. Wearable devices like smart glasses and VR headsets allow students to access educational content anytime and anywhere.
Whether it's a medical student practicing surgery through simulations or a language learner improving pronunciation with real-time feedback, wearable technology makes learning more immersive and convenient.
Compliance Tips & Best Practices for Online Course Accessibility
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Keep Accessibility the Same Across All Course Content
When making online courses accessible, it is important to apply the same standards everywhere. If some parts of a course are easy to access while others are not, students will have an uneven learning experience. This can make it harder for them to follow along and achieve their learning goals.
No matter which accessibility guidelines are used, they should be followed consistently across all lessons, videos, quizzes, and other course materials. This ensures that all students, including those with disabilities, can navigate the course without difficulty.
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Set Clear Policies and Procedures
Many institutions already have accessibility policies in place, but these may need updates to meet current standards. Online course content should follow at least WCAG 2.1 Level AA guidelines to ensure accessibility for all students. If existing policies only mention websites, they should be updated to include online courses as well.
It is also important to provide clear guidance on how accessibility will be implemented. This includes listing available resources and support systems for course developers, instructors, and staff.
Information on accessible digital tools, staff training, and technology procurement should be easy to find so that everyone involved in creating and managing courses knows how to meet accessibility standards.
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Designing Courses with Accessibility in Mind
Not all instructors or course designers have a background in web design or programming, which can make accessibility guidelines seem complicated. To make these guidelines easier to follow, they should be explained with clear examples relevant to teaching and course development.
For instance, using a structured checklist, like the one developed by the University of Michigan’s Center for Academic Innovation, can help ensure that online courses follow best practices aligned with accessibility standards.
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Checking Third-Party Tools and Content for Accessibility
Many colleges and universities use third-party tools and services for online learning, but not all of them go through a thorough accessibility review. Some tools, especially free or low-cost ones, may be added to courses without a formal approval process.
Even when tools are reviewed at an institutional level, the focus is often on software accessibility rather than on services like instructional design, where accessibility is just as important.
To improve this, institutions can update their policies to include accessibility requirements in contracts and agreements with vendors. When a formal review process is not in place, faculty and staff should have the training to assess the accessibility of tools and content on their own.
Ensuring that third-party resources meet accessibility standards from the beginning helps create a more inclusive learning experience for all students.
How Continual Engine Makes Courses Accessible?
- PDF Accessibility: PDFs are modified so they can be read by screen readers, with proper tagging and formatting.
- PowerPoint Accessibility: Presentations are adjusted to include readable text, proper contrast, and accessible navigation.
- Image Descriptions and Color Adjustments: Images are given meaningful alt text, and colors are adjusted for better contrast to support learners with visual impairments.
- Video Accessibility and Voiceovers: Captions, transcripts, and audio descriptions are added to videos to ensure learners can engage with the content in multiple ways.
- Accessible eBooks: ePubs and other digital reading materials are formatted for accessibility.
- Website Accessibility: Websites are reviewed and adjusted to meet accessibility standards, ensuring smooth navigation for all users.
- Content Restructuring: Course materials are organized with clear headings, readable lists, and structured tables to make learning smoother and more logical.
