New journal output from our Division of Digital Strategy and Innovation Learning Research Center, on the results of analyzing 374 online course accessibility reports. The study found that early feedback to faculty on course content improved accessibility. Experienced faculty were twice as likely to include accessible documents (Word, PPT, PDF, etc.) and links. Graduate courses met standards more often than undergraduate ones. The paper includes recommendations to better support faculty and students with disabilities. Learn more about our research conducted with faculty fellow Dr. Rudi Thompson. To cite: Briggs, M., Archibald, A., Heap, T., Thompson R., & Liss, A. (2024). Identifying one university’s prevailing online course accessibility issues. Educational Technology & Society, 27(4), pp. 319-338. https://doi.org/10.30191/ETS.202410_27(4).SP07
University of North Texas 
