Factors Which Predict Compliance with Accessibility Guidelines for Disabled Users By Higher Education Institutions

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Smith, E.C., McNeese, M.N., Harper, L. & Finneran, S. (2006). Factors Which Predict Compliance with Accessibility Guidelines for Disabled Users By Higher Education Institutions. In T. Reeves & S. Yamashita (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (pp. 922-929). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/23819.

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Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2006
Honolulu, Hawaii, USA
October 2006
ISBN 1-880094-60-6
  Thomas Reeves & Shirley Yamashita
AACE

More Information on ELEARN
Table of Contents

Authors

Elizabeth C. Smith, Mary Nell McNeese, Lin Harper, Sherry Finneran, University of Southern Mississippi, United States

Abstract

This study investigated whether the instructional delivery modes primarily, and the institutional barriers to starting and expanding distance education offerings secondarily, could statistically significantly predict the extent to which the institutional web sites for distance education courses followed established accessibility guidelines/recommendations for users with disabilities. The National Center for Education Statistics (NCES) Postsecondary Education Quick Information System (PEQIS) served as the database from which 1,591 U. S. higher education institutions were sampled in the 2000-2001 academic year. Regression results confirmed that instructional delivery modes and institutional barriers combined could predict the extent to which institutional websites complied with accessibility guidelines/recommendations, R2 =. 05, F (27, 1011) = 2.05, p = .001.The instructional modes and institutional barriers that negatively impacted compliance are discussed.

Keywords

• Accessibility
• Distance Education

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