ORCID

https://orcid.org/0009-0009-5506-6916

Keywords

digital accessibility, LMS accessibility, LMS accessibility tools, accessibility tool adoption, WCAG 2.2, YuJa Panorama

Abstract

As online learning continues to grow in higher education, learning management systems (LMS) have become necessary tools to house and deliver learning materials to students. However, students with disabilities face barriers when learning materials are not accessible. The most recent updates to the Americans with Disabilities Act (ADA) required that content in an institution’s LMS meet Web Content Accessibility Guidelines 2.1, AA. This three-manuscript dissertation addresses the problem of inaccessible learning material inside an LMS. The studies include how LMS accessibility tools can help improve the accessibility of digital learning materials. Study 1 is a scoping review of literature on the topic of LMS accessibility tools. Results from the scoping review indicate that institutions need to adopt an LMS accessibility tool, provide training on how to use accessibility tools, and establish institutional policies to improve digital accessibility. Study 2 compared accessibility scores in an LMS pre and post accessibility tool adoption (n = 515). Results from the paired samples t-test were statistically significant with a 5.01 mean increase in accessibility scores post LMS accessibility tool adoption t (515) = 14.28, p < .001. Study 3 included descriptive statistics from an LMS accessibility tool identifying the most common accessibility errors (e.g., insufficient color contrast, small font, unverified reading order in slides, and missing alternative descriptions in images). Findings demonstrated that instructors and course designers need additional training on how to use the LMS accessibility tool to remediate simple accessibility errors and other accessibility errors in popular file types like PowerPoint, Word, and PDF. The findings from the three studies demonstrate that LMS accessibility tools can help higher education institutions improve digital accessibility in an LMS to meet the new ADA requirements and to better serve all students.

Completion Date

2025

Semester

Summer

Committee Chair

Campbell, Laurie O.

Degree

Doctor of Philosophy (Ph.D.)

College

College of Community Innovation and Education

Department

Instructional Design and Technology

Format

PDF

Release Date

8-15-2027

Document Type

Dissertation

Campus Location

Orlando (Main) Campus

Subjects

People with disabilities in higher education; Educational technology--Study and teaching (Higher); People with disabilities--Education (Higher); Barrier-free design for students with disabilities; Learning disabilities--Research

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Available for download on Sunday, August 15, 2027

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Accessibility Statement

This item was created or digitized prior to April 24, 2027, or is a reproduction of legacy media created before that date. It is preserved in its original, unmodified state specifically for research, reference, or historical recordkeeping. In accordance with the ADA Title II Final Rule, the University Libraries provides accessible versions of archival materials upon request. To request an accommodation for this item, please submit an accessibility request form.