Hi everyone and I’m Christian Robicheau just back from a bit of a break.
Glad to be back and to be sharing our president’s editorial for this week.
For this week, Donna J. Jodhan dives into one of her pet peeves.
Give this one a read and let her know your thoughts.
Write to her at donnajodhan@sterlingcreations.ca
Enjoy your weekend.
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How Accessible is Online Learning
By Donna J. Jodhan
Online learning has transformed education in ways that few could have imagined just a generation ago. Students can now earn degrees, develop new skills, and attend classes from virtually anywhere in the world. For many people, particularly those with disabilities, online education has opened doors that were once firmly closed. Yet despite these remarkable advances, an important question remains: How accessible is online learning?
The answer is both encouraging and disappointing.
There is no doubt that significant progress has been made. Many educational institutions now recognize the importance of accessibility and have introduced features such as closed captions, screen reader compatibility, accessible documents, and flexible learning options. These improvements have enabled more students to participate in education with greater independence and confidence.
However, much work remains to be done.
One of the biggest obstacles is the learning management system (LMS) itself. While some platforms are designed with accessibility in mind, others continue to present unnecessary barriers for students who rely on assistive technologies. Poor navigation, inaccessible menus, and incompatible features can make completing even simple tasks frustrating.
Course content also continues to pose challenges. Many instructors upload diagrams, charts, and images without providing meaningful descriptions. When graphics lack alternative text (alt text), students who use screen readers are left without access to information that may be essential to understanding the lesson. Accessibility is not simply about making content available—it is about ensuring that everyone has equal access to the same educational experience.
Perhaps the most difficult barrier to overcome is not technological but attitudinal. Some educational institutions and faculty members still view accessibility as an afterthought or as an accommodation for only a small number of students, rather than as a fundamental part of good teaching. When accessibility is treated as optional instead of essential, students are the ones who pay the price.
Creating accessible online learning benefits everyone. Clear organization, descriptive images, captioned videos, and accessible documents improve the learning experience for all students, not just those with disabilities. Accessibility is an investment in quality education, inclusion, and equal opportunity.
The progress made over the past decade deserves recognition, but it should not be mistaken for the finish line. True accessibility requires ongoing commitment from software developers, educational institutions, and faculty members alike. Only by
working together can we remove the barriers that continue to prevent many students from reaching their full potential.
We can only hope that, with time, these barriers are reduced—or eliminated altogether—so that online learning truly becomes accessible to everyone. Equal access to education should not be a goal for the future; it should be the standard today.
I’d like to leave you with this for your consideration.
A woman sits at a computer workstation, leaning forward with tense shoulders and a rigid posture. A white cane rests against the side of her chair, quietly indicating that she is blind or has low vision. On the computer screen is an exam question crowded with intricate diagrams, graphs, and visual figures, with little or no accessible text or alternative descriptions. Her face shows unmistakable frustration and disbelief—brows furrowed, mouth slightly open, and hands paused over the keyboard as she realizes she cannot meaningfully access the content. The scene conveys a powerful sense of exclusion and helplessness, highlighting the barriers created when assessments rely heavily on inaccessible visual information.
Image = An older adult woman with dark and gray hair and red-framed glasses sits at a wooden table, looking intently at a laptop while resting one hand against her forehead, suggesting concentration, stress, or fatigue. She wears a light striped sweater and a patterned scarf, with a white coffee mug beside the laptop. The softly lit indoor setting has dark cabinets and a warm, subdued background that creates a quiet, reflective atmosphere.
To learn more about me as an award winning sight loss coach and advocate visit http://www.donnajodhan.com