Accessibility barriers for users of screen readers in the Moodle learning content management system

  title={Accessibility barriers for users of screen readers in the Moodle learning content management system},
  author={Roc{\'i}o Calvo and Ana Iglesias and Lourdes Moreno},
  journal={Universal Access in the Information Society},
In recent decades, the use of the Internet has spread rapidly into diverse social spheres including that of education. Currently, most educational centers make use of e-learning environments created through authoring tool applications like learning content management systems (LCMSs). However, most of these applications currently present accessibility barriers that make the creation of accessible e-learning environments difficult for teachers and administrators. In this paper, the accessibility… 
Examination of the electronic educational resources accessibility on the university Moodle platform
Results of the survey show need in training of EERs’ authors in technologies for developing accessible educational web content, and familiarize web developers deploying an LMS at universities with the basics of web accessibility, LMS accessibility functions and modules.
Evaluation of accessibility barriers and learning features in m-learning chat applications for users with disabilities
A comparison of chat applications’ features and functionalities of the top three most used and non-commercial learning content management systems nowadays, namely Moodle, Edmodo, and Instructure is presented.
Setting accessibility preferences about learning objects within adaptive elearning systems: User experience and organizational aspects
Findings from the user experience with the self‐assessment of interaction needs are reported, as part of a content personalization system, which tackles possible mismatches in the interaction between the user and the learning objects.
Overcoming Accessibility Barriers for People with Severe Vision Impairment in Web-based Learning Environments: A Literature Review
This work presents, through a literature review, the most common accessibility barriers faced by people with vision impairment while interacting with web-based learning environments and proposes solutions that can mitigate this problem, allowing broad access to distance education environments and a better learning experience with them.
Method for Accessibility Assessment of Heading in Online Editors
The evaluation results of online content editors TinyMCE and Atto installed on the Moodle 3.3.1 platform demonstrate that the evaluated online content Editors have a low level of compliance of ATAG 2.0 with respect to the creation of accessible content.
Method for Accessibility Assessment of Online Content Editors
The proposed method has made it possible to meet the objective set out in this research document and can be used to evaluate the accessibility of learning management systems and course management systems.
Ubiquitous Accessibility for People with Visual Impairments: Are We There Yet?
The study shows that, even for remote desktop access - an early forerunner of true ubiquitous access - screen readers are too limited, if not unusable, and multiple, inconsistent screen readers create new practical problems for users with visual impairment.
Functional requirements catalogue in the context of virtual classrooms for blind users
This paper summarizes a requirements analysis including an evaluation of virtual classrooms concerning their conformance to common accessibility guidelines and support of non-visual work techniques and presents a functional requirements catalogue for accessible virtual classrooms for blind users.
Improving accessibility of CMS-based websites using automated methods
Using the proposed methods, websites can fulfil the recommendations of the Web Content Accessibility Guidelines (WCAG) in order to make the content of the websites more accessible.
A Learning Management System Accessible for Visual, Hearing and Physical Impairments
The real use of this LMS has presented good results with average range of 92% acceptance and 53% in relation to the formation of PwD and non-PwD, thus the results show that an accessible LMS may be a toward to inclusive learning.


Evaluating the accessibility of three open‐source learning content management systems: A comparative study
A comparative study of the accessibility of three web‐based, open‐source LCMSs: Moodle, ATutor, and Sakai indicates that barriers to accessibility are present in each of the three systems evaluated.
Is Moodle Accessible for Visually Impaired People?
The evaluation of one of the most widely e-learning tool used around the world, Moodle, shows that the accessibility guidelines provided by the World Wide Web Consortium (W3C) are not accomplished by the tool.
Accessing e-Learning Systems via Screen Reader: An Example
Interaction of the blind user with an open source Virtual Learning Environment (Moodle) is investigated and how the use of the W3C Accessible Rich Internet Applications (ARIA) suite may improve the experience of navigation via screen reader is discussed.
E-Learning and Disability in Higher Education: Accessibility Research and Practice
The role of and advice for the key stakeholders involved in e-learning provision are considered: lecturers, learning technologists, student suport services, staff developers and senior managers and the impact of accessibility legislation, guidelines and standards on current e- learning practices are considered.
Access to electronic resources by visually impaired people
  • J. Craven
  • Computer Science, Psychology
    Inf. Res.
  • 2003
Results revealed that visually impaired users spend more time searching or browsing the web with times varying considerably depending on the design of the site, especially if, for example, the page contains a lot of information or has many links.
Web Accessibility Evaluation
This chapter explores some of the techniques and strategies to evaluate the accessibility of Web content for people with disabilities and highlights the common approaches to carry out and manage evaluation processes rather than list out individual steps for evaluating Web content.
Web Accessibility - A Foundation for Research
This important book provides comprehensive coverage of web accessibility and provides an overview of existing research and also looks at future developments, providing a much deeper insight than can be obtained through existing research libraries, aggregations, or search engines.
Validating WCAG versions 1.0 and 2.0 through usability testing with disabled users
It is concluded that the application of WAI accessibility guidelines is not sufficient to guarantee website accessibility and it is recommended that future versions of the accessibility guidelines should be based on empirical data and validated empirically and that WAI expand their definition of accessibility to include “usability for all” in accordance with ISO 9241-171:2008.
A web accessibility assessment on the Texas public school system
  • S. May, Qi Zhu
  • Computer Science
    Universal Access in the Information Society
  • 2009
This communication reports on testing the 1,117 entities within the Texas public school system using the Bobby Software, showing that most of the web sites fail to meet the minimum required standards: Section 508 guidelines and Web Content Accessibility priorities.