Online learning has been growing by leaps and bounds across higher education over the past two decades. In the 2015 Survey of Online Learning conducted by the Babson Survey Research Group, the number of students engaging in online courses increased by 3.9%, which was up from 3.7% the previous year. In total, more than one in four students now takes at least one courses at a distance. A total of 5.8 million students took courses at a distance during the fall 2014 semesters.
At the same time, the federal government has been involved in several complaints and legal cases regarding the accessibility of online courses and educational technology used at specific campuses. These cases have solidified the Web Content Accessibility Guidelines as the benchmark standard to follow, but what do those standards really mean? How does the average disability service provider with limited expertise in technical accessibility get started? And what do we do to institutionalize a campus commitment to accessibility and to ensure that it also applies to the technology we use?
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