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Accessibility for eLearning

Learning designers and graphic designers can implement accessibility practices into online courses.

Accessibility in online learning is not just a matter of compliance with standards, it is an ethical imperative to provide equal opportunities for everyone. There are several ways that learning designers and graphic designers can implement accessibility practices into online courses.

Use the Web Content Accessibility Guidelines (WCAG) for clear and practical advice about accessibility across online formats.

Our top tips

Alternative text and accessibility

Provide descriptive alt text for all images, diagrams, and other visual content. Keep it simple and descriptive and capture the key reason that the graphic has been included. Decorative images do not require alt text but can be marked as decorative within the image attributes so that learners know they are decorative. Alt text does not need to include “Image of…” as screen readers will alert the listener that it is a graphic.

Screen reader accessibility

When writing educational content consider how it would be read out by a screen reader. For example, avoiding the backslash, vertical bar, or abbreviations such as etc which is read properly by some screen readers but not all.

Contrast and colour

Use high contrast between text and background and avoid relying solely on colour to convey information. For example, asking learners to select the “blue button” for more information will make it difficult for the visually impaired.

Captions and transcripts

Provide captions for all video and audio content and offer transcripts for learners who prefer to read the material.

Simple language

Use clear, concise language and avoid jargon or complex sentences. Write the way that you would speak, this helps consider how screen readers will sound. Avoid too many capital letters by using sentence case. Check that the content is logically ordered, and that headings and chunks are clearly defined.

Multimedia accessibility

Use multimedia elements, such as images and videos, to reinforce textual information and aid comprehension. Ensure that images have a zoom option and that videos have controls so that learners can take it at their own speed.

Keyboard accessibility

Design content that can be navigated using a keyboard alone, without requiring a mouse. For example, can the table be tabbed through? Will the quiz accept the Enter button to tick the correct response?

Learner control

Allow learners to move through the content at their own pace. This can be achieved through:

Avoid using timed slides or putting time restrictions on quizzes.
Videos should have controls to pause, go back, and toggle the captions on or off.
Images, diagrams, and infographics should have a zoom option.
Keep navigation clear so that learners can revisit content, this includes navigation on the eLearning platform.

Interactive elements

Ensure that interactive elements used are accessible, such as hotspots and questions. Depending on the authoring tool this can differ, but the tool should have support pages to find the information on accessible features.

Where tables are included make sure there are no merged cells or nested cells as screen readers find these difficult to navigate.

Questions

When using a multiple response question in a quiz tell the learner that there is more than one correct response by stating it within the question “What are three (3) principles of risk management?”. Or put it at the end of the question “What are the principles of risk management? (Select all that apply).”

Making a commitment to accessibility not only fulfills legal requirements but also demonstrates a dedication to equity, inclusivity, and the success of all learners.

Clark, R.C., & Mayer, R. E., (2011).  Who’s in control? Guidelines for e-learning navigation.  In Matthew Davis (Ed), e-Learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning (pp. 309-338).  San Francisco, CA: Pfeiffer

NSW Government. (2024). Understanding screen readers. https://www.digital.nsw.gov.au/article/understanding-screen-readers

Web Accessibility Initiative. (2023). Web Content Accessibility Guidelines (WCAG) 2.2. https://www.w3.org/TR/WCAG22/

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