English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

As online learning has been constantly increasing in higher education institutions for the past two decades, it is important to advocate for all students to have equal access to a high-quality education. Therefore, an important aspect of online learning in higher education is the need for accessibility for all students with disability of any kind. As such, this systematic review analyzed 95 existing research studies from the past two decades, focusing on the use of different accessible strategies for design, facilitation, and assessment in online learning. Four research themes including, accessibility standards, assistive technology, Universal Design for Learning, and need for training and development on online accessibility emerged from the systematic review. The findings from this systematic literature review include implications for higher education institutions, so they can further support students with disabilities in an online setting.

Systematic Review (2000 to 2021) of Online Accessibility Research in Higher Education