Integrate Web AccessibilityEnhance Quality of e-Learning<br />PoonsriVate-U-Lan, Ed.D.<br />The National e-Learning Confer...
A picture is worth a thousand words<br />A blind girl says “my journey to the light”.  <br />A deaf boy invites people to ...
Agenda<br />What is this paper about?A research based paper conducted in Thailand, Definition of terms, <br />What<br />A ...
   All people which include people with disabilities have the equal right to perceive, understand, navigate, and interact ...
Thailand<br />The section 55 of Thai former constitution<br />The US<br />Section 508 of the US Rehabilitation Act<br />UK...
Thailand Cyber University<br />Organization responsible to provide on-line education for higher education in Thailand<br /...
Students with Learning Disability in Thailand<br />According to the Bureau of Special Education Administration, (2008) app...
	Therefore, it seems necessary that the web administrator, instructional designer and e-Learning producer should learn, de...
<ul><li>58.5 % were female and 41.5 % were male.
72.9% were web administrators for e-Learning who work in Bangkok, only 27.1% lived in other provinces.
72% of the participants were working in higher education institutions, 28% about three tenths of participants were working...
The majority 54.2% of participants indicated they were MOODLE users, 25.4% or one fourth of participants indicated they we...
The majority of participants indicated that they did not know about web accessibility (67%). Only 30 % indicated that they...
More than half or 55.9% indicated that they are willing to use features of web accessibility in LMS in the future. However...
Experience in web accessibility<br />
Why individual ignore web accessibility<br />
Delivery web accessibility method<br />
The factors that most influence<br />to use web accessibility guideline<br />
There is a high demand for training in web accessibility for e-Learning<br />Students with disabilities have equal rights<...
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Web Accessibility Thailand

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Web Accessibility Thailand

  1. 1. Integrate Web AccessibilityEnhance Quality of e-Learning<br />PoonsriVate-U-Lan, Ed.D.<br />The National e-Learning Conference 2010 “Enhancing the Quality of e-Learning”, August 10-11 Bangkok, Thailand by The Thailand Cyber University Project under the Commission on Higher Education, Ministry of Education, Thailand<br />
  2. 2. A picture is worth a thousand words<br />A blind girl says “my journey to the light”. <br />A deaf boy invites people to his silent world. <br />
  3. 3. Agenda<br />What is this paper about?A research based paper conducted in Thailand, Definition of terms, <br />What<br />A Researcher and ParticipantsA Researcher: Full-time Lecturer in eLearning Methodology, College of Internet Distance Education, Assumption University<br />Participants: Web administrators who respond to produce e-Learning in Thailand<br />Who<br />Integrate Web Accessibility Enhance Quality of e-Learning<br />There is only an unclear and insufficient information regarding to this issue.<br />Why<br />Research result and Discussion The result shows a directions and how to transfer this knowledge into practice.<br />What<br />Recommendation for future research<br />What<br />
  4. 4. All people which include people with disabilities have the equal right to perceive, understand, navigate, and interact with the information on the web site, and they should be able to contribute . <br />Definition of terms<br />Web Accessibility<br />Online student who is deaf - captioned audio from multimedia<br />University student who is blind - appropriate table markup and alternative text<br />
  5. 5.
  6. 6.
  7. 7. Thailand<br />The section 55 of Thai former constitution<br />The US<br />Section 508 of the US Rehabilitation Act<br />UK<br />Disability Discrimination Act (DDA)<br />Web accessibility<br />has been introduced to be a standard across nations. <br />
  8. 8. Thailand Cyber University<br />Organization responsible to provide on-line education for higher education in Thailand<br />The number of Thai Internet users who were seeking e-Learning courses has been increasing dramatically.<br />more than 44,318 members<br />More than 101,574 members<br />July 2008<br />July 2010<br />increased 64.5 % per year approximately<br />
  9. 9. Students with Learning Disability in Thailand<br />According to the Bureau of Special Education Administration, (2008) approximately three fifths or more than half of students under the service, continued study in Thai education system. <br />There were 1,928 university students with disabilities. This data was derived from 187 higher education institutes under the jurisdiction of the Commission on Higher Education (CHE) of Thailand (2007).<br />The summary conducted by CHE concluded that 64.35 % of higher education institutes in Thailand had university students with disabilities.<br />Referring to the literature review<br />
  10. 10. Therefore, it seems necessary that the web administrator, instructional designer and e-Learning producer should learn, develop and disseminate web accessibility design rules for all electronic learning materials.<br />is an ideal to defect prevention and upgrade the quality of product (Crosby & Weiss, 2010).<br />“Do the job right the first time.” <br />
  11. 11. <ul><li>58.5 % were female and 41.5 % were male.
  12. 12. 72.9% were web administrators for e-Learning who work in Bangkok, only 27.1% lived in other provinces.
  13. 13. 72% of the participants were working in higher education institutions, 28% about three tenths of participants were working at a school level.</li></ul>Profiles of participants<br />Gender, residence and work place for 118 participants<br />
  14. 14. The majority 54.2% of participants indicated they were MOODLE users, 25.4% or one fourth of participants indicated they were Blackboard users and 5.1% of participants indicated they were Atutor users. The remainder, 15 % of participants indicated they were users of other kinds of LMS.<br />Learning Management Systems (LMS)<br /> 54.2 % 25.4 % 5.1 % 15% <br />
  15. 15. The majority of participants indicated that they did not know about web accessibility (67%). Only 30 % indicated that they knew about web accessibility, while 3% indicated that they were web accessibility users.<br />Knowledge on web accessibility<br />67% 30% 3%<br />
  16. 16. More than half or 55.9% indicated that they are willing to use features of web accessibility in LMS in the future. However, 43.2 % indicated that they were not sure they would use it and less than one per cent (0.8%) indicated that they will not use it in the future.<br />Future situation of web accessibility<br />55.9% 43% 0.8%<br />
  17. 17. Experience in web accessibility<br />
  18. 18. Why individual ignore web accessibility<br />
  19. 19. Delivery web accessibility method<br />
  20. 20. The factors that most influence<br />to use web accessibility guideline<br />
  21. 21. There is a high demand for training in web accessibility for e-Learning<br />Students with disabilities have equal rights<br />On-line information of web accessibility should be developed and distributed<br />Suggestions<br />
  22. 22. Thank you for your attention!<br />A measure of any society is how they treat their most fragile members.<br />Plato<br />Questions ?<br />Contact poonsri.vate@gmail.com<br />
  23. 23. Henry, S. L. (2005). Introduction to Web Accessibility. Retrieved August 4, 2010, from http://www.w3.org/WAI/intro/accessibility<br />Bibliography<br />

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