Abstract:

Over the recent years, educators have increasingly become aware of the necessity to make e-learning accessible to students with disabilities. This fact is also endorsed by legal prerequisites and adoption of acts and/or guidelines to provide equal opportunities for all in some countries. However, despite the flexibility and adaptability of e-learning environments, implementing those guidelines presents a challenge.
In this paper we describe an approach to designing a multimedia rich e-learning course adapted for students with dyslexia and reveal interaction issues with that course implemented in a widely used learning management system Moodle. The design of the course is based on several sets of guidelines aimed at enhancing the learning experience of students with dyslexia. In our research the interaction with the course was validated in a usability case study with a dyslexic student by using a think-aloud and an interview as research methods. The findings of the qualitative research suggest that our efforts in creating accessible e-learning materials were worthwhile. On the other hand some weak points concerning technical aspects of the used e-learning platform are also indicated.

Keywords:

e-learning, course design, dyslexia, usability, Moodle.