Tania Acosta
Escuela Politécnica Nacional, Formación Básica, Faculty Member
Resumen: Desde la publicación de la Norma Técnica Ecuatoriana NTE INEN ISO/IEC 40500 en el año 2014, y el Reglamento Técnico Ecuatoriano RTE INEN 288 “Accesibilidad para el contenido Web” en año 2016, la accesibilidad web en el Ecuador... more
Resumen:
Desde la publicación de la Norma Técnica Ecuatoriana NTE INEN ISO/IEC 40500 en el año 2014, y el Reglamento Técnico Ecuatoriano RTE INEN 288 “Accesibilidad para el contenido Web” en año 2016, la accesibilidad web en el Ecuador ha tomado gran importancia. En el ámbito educativo, los sitios web de las Instituciones de Educación Superior (IES) se han convertido en un canal de comunicación, donde las universidades publican la información y los servicios que ofrecen. Adicionalmente, las IES deben satisfacer el derecho de todos los ciudadanos a tener acceso a la educación, lo cual incluye a las personas con discapacidad. Por lo tanto, para garantizar el acceso a los sitios web de las IES a todas las personas, es importante que las IES incorporen la accesibilidad web como un requisito esencial en sus sitios web. El objetivo de esta investigación es realizar el análisis de la accesibilidad de los sitios web de las universidades ecuatorianas de excelencia pertenecientes a las categorías A, B y C; identificar los errores de accesibilidad de los sitios web y presentar algunas recomendaciones para un mejor cumplimiento de las directrices de accesibilidad WCAG 2.0, por parte de los diseñadores y desarrolladores de sitios web.
Palabras clave: Accesibilidad web; discapacidad; WCAG 2.0; Instituciones de Educación Superior; W3C.
Abstract:
Since the publication of the Ecuadorian Technical Standard NTE INEN ISO / IEC 40500 in 2014 and the Ecuadorian Technical Regulation RTE INEN 288 "The web contents accessibility" in 2016, web accessibility in Ecuador has taken great importance. In the educational field, the websites of Higher Education Institutions (HEI) have become a communication channel, where universities publish the information and services they offer. In addition, HEI must satisfy the rights of all citizens to have access to education, which includes persons with disabilities. In order to ensure access to the websites of HEI to all people it is important that HEI incorporate web accessibility as an essential requirement in their websites. The objective of this research is to perform the accessibility analysis of the websites of the Ecuadorian universities of excellence belonging to categories A, B and C; identify websites accessibility errors and to present some recommendations for a better fulfillment of the WCAG 2.0 accessibility guidelines by website designers and developers.
Desde la publicación de la Norma Técnica Ecuatoriana NTE INEN ISO/IEC 40500 en el año 2014, y el Reglamento Técnico Ecuatoriano RTE INEN 288 “Accesibilidad para el contenido Web” en año 2016, la accesibilidad web en el Ecuador ha tomado gran importancia. En el ámbito educativo, los sitios web de las Instituciones de Educación Superior (IES) se han convertido en un canal de comunicación, donde las universidades publican la información y los servicios que ofrecen. Adicionalmente, las IES deben satisfacer el derecho de todos los ciudadanos a tener acceso a la educación, lo cual incluye a las personas con discapacidad. Por lo tanto, para garantizar el acceso a los sitios web de las IES a todas las personas, es importante que las IES incorporen la accesibilidad web como un requisito esencial en sus sitios web. El objetivo de esta investigación es realizar el análisis de la accesibilidad de los sitios web de las universidades ecuatorianas de excelencia pertenecientes a las categorías A, B y C; identificar los errores de accesibilidad de los sitios web y presentar algunas recomendaciones para un mejor cumplimiento de las directrices de accesibilidad WCAG 2.0, por parte de los diseñadores y desarrolladores de sitios web.
Palabras clave: Accesibilidad web; discapacidad; WCAG 2.0; Instituciones de Educación Superior; W3C.
Abstract:
Since the publication of the Ecuadorian Technical Standard NTE INEN ISO / IEC 40500 in 2014 and the Ecuadorian Technical Regulation RTE INEN 288 "The web contents accessibility" in 2016, web accessibility in Ecuador has taken great importance. In the educational field, the websites of Higher Education Institutions (HEI) have become a communication channel, where universities publish the information and services they offer. In addition, HEI must satisfy the rights of all citizens to have access to education, which includes persons with disabilities. In order to ensure access to the websites of HEI to all people it is important that HEI incorporate web accessibility as an essential requirement in their websites. The objective of this research is to perform the accessibility analysis of the websites of the Ecuadorian universities of excellence belonging to categories A, B and C; identify websites accessibility errors and to present some recommendations for a better fulfillment of the WCAG 2.0 accessibility guidelines by website designers and developers.
Research Interests:
Abstract The development of technology has beneficial impact on our lives and education has not remained outside. Nowadays, it is difficult to think in modes of study that do not use technology. The learning and teaching modes (face to... more
Abstract
The development of technology has beneficial impact on our lives and education has not remained outside. Nowadays, it is difficult to think in modes of study that do not use technology. The learning and teaching modes (face to face, blended, virtual) are based in Learning Management Systems (LMS). With the LMS and the huge possibilities that the Web offers, E-Learning allows everyone to have the same possibilities to access to education.
However, the truth is different because the percentage of student dropout is very high despite that we can suppose that with the technological tools, the learning might be easier. The student dropout could be related to the lack of the web accessibility of the LMS, and it might cause the exclusion of students with temporary or permanent disability. This reality makes us remember that the education is a right not a privilege, and we should overcome all the barriers to achieve learning outcomes. The equality of opportunities, the right of education and the participation in the community are the principles in inclusive education.
On the other hand, the accessibility features of the LMS are not directly perceived by the students during their use, but its existence can influence in the emotions of students in the teaching and learning process. Emotions, such as happiness, pride, enthusiasm, sadness, anger, shame, preoccupation, stress, etc., influence in the decision of students to continue the course or drop it. Some investigations show that effectively the emotions are a very important factor on the E-learning.
Definitely, one of the biggest learning challenges is to try to keep the students interested in the class during each lesson. The interest of the student is related with the emotions, some of them have been identified in this work. However, the analysis of these emotions with regard to the accessibility web is a topic that needs to be researched with more precision.
The objective of this study is to identify the most common web accessibility errors that the LMS present and how these errors can induce different emotions on the students. In relation to web accessibility of the LMS, the Website Accessibility Conformance Evaluation Methodology (WCAG-EM), proposed by the World Wide Web Consortium (W3C), has been applied in this study. The emotions have been identified by means of a descriptive analysis of surveys answered by students.
From the results obtained, we can conclude that a good accessibility of the LMS can produce positive emotions in the students. Therefore, high levels of accessibility in LMS contribute to efficient autonomous work in the E-Learning.
Finally, as a case study, an analysis of emotions felt by students from an Ecuadorian university is presented. The results of this study can help to apply a better instructional design of E-Learning courses.
The development of technology has beneficial impact on our lives and education has not remained outside. Nowadays, it is difficult to think in modes of study that do not use technology. The learning and teaching modes (face to face, blended, virtual) are based in Learning Management Systems (LMS). With the LMS and the huge possibilities that the Web offers, E-Learning allows everyone to have the same possibilities to access to education.
However, the truth is different because the percentage of student dropout is very high despite that we can suppose that with the technological tools, the learning might be easier. The student dropout could be related to the lack of the web accessibility of the LMS, and it might cause the exclusion of students with temporary or permanent disability. This reality makes us remember that the education is a right not a privilege, and we should overcome all the barriers to achieve learning outcomes. The equality of opportunities, the right of education and the participation in the community are the principles in inclusive education.
On the other hand, the accessibility features of the LMS are not directly perceived by the students during their use, but its existence can influence in the emotions of students in the teaching and learning process. Emotions, such as happiness, pride, enthusiasm, sadness, anger, shame, preoccupation, stress, etc., influence in the decision of students to continue the course or drop it. Some investigations show that effectively the emotions are a very important factor on the E-learning.
Definitely, one of the biggest learning challenges is to try to keep the students interested in the class during each lesson. The interest of the student is related with the emotions, some of them have been identified in this work. However, the analysis of these emotions with regard to the accessibility web is a topic that needs to be researched with more precision.
The objective of this study is to identify the most common web accessibility errors that the LMS present and how these errors can induce different emotions on the students. In relation to web accessibility of the LMS, the Website Accessibility Conformance Evaluation Methodology (WCAG-EM), proposed by the World Wide Web Consortium (W3C), has been applied in this study. The emotions have been identified by means of a descriptive analysis of surveys answered by students.
From the results obtained, we can conclude that a good accessibility of the LMS can produce positive emotions in the students. Therefore, high levels of accessibility in LMS contribute to efficient autonomous work in the E-Learning.
Finally, as a case study, an analysis of emotions felt by students from an Ecuadorian university is presented. The results of this study can help to apply a better instructional design of E-Learning courses.