Manuscript received December 22, 2023; revised March 1, 2024; accepted April 10, 2024; published July 23, 2024
Abstract—This paper aims to assess the accessibility of various Massive Open Online Course (MOOC) provider platforms on both national and international scales and compare their adherence to the World Wide Web Content Accessibility Guidelines (WCAG) 3.0, as of the draft version released on June 8, 2021. The methodology involved the use of four automated tools for data collection and contrast: WAVE, LERA, ARC Toolkit, and A11Y. These automated processes were complemented by manual validation and the filtering of duplicated results. Furthermore, manual data collection was employed in instances where tools were insufficient, enhancing the comprehensiveness of the evaluation. Subsequently, a new quantitative scoring system was applied to the gathered data. The assessment focused on four critical activities: searching for a course, creating an account, enrolling in a course, and reviewing course content pages. These activities are deemed fundamental for accessing knowledge on the four platforms under scrutiny, encompassing two international providers (Coursera and edX) and two national platforms (CEC-EPN and MOOC UTPL). Results indicate that the international platforms chosen exhibit better accessibility than the national platforms. This comprehensive evaluation provides insights into the accessibility status of MOOC platforms and highlights areas for improvement in aligning with WCAG 3.0. The integration of automated evaluations with manual contributions proved essential for comprehensive results. Further research is necessary to advance web accessibility and ensure MOOCs positively impact education.
Keywords—web accessibility, Web Content Accessibility Guidelines (WCAG) 3.0, Massive Open Online Courses (MOOCs), automatic tools
Cite: Jonathan D. Quespaz-Sanchez and Tania Calle-Jimenez, "A Closer Look at MOOC Accessibility: Comparing Local and Global Platforms with WCAG 3.0 in Mind," International Journal of Information and Education Technology vol. 14, no. 7, pp. 1006-1015, 2024.