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To allow access to educational information for all people, including those with disabilities, the Internet and websites should be accessible and usable. Websites should provide timely and precise information effectively, efficiently and satisfactorily. Accessible and usable websites will create the necessary platforms for students to learn at open distance e-learning (ODeL) institutions without hindrances. Academic activities, such as accessing study material or contacting lecturers and other teaching and learning processes, are difficult to perform at an open distance learning institution without the use of computers and the Internet. This article investigates and reports on usability principles not satisfied based on time taken by students with disabilities to complete certain tasks, using the University of South Africa (Unisa) website and myUnisa, its e-learning website. The findings of the study indicate that not all usability principles for participants or students with disabilities are satisfied by this institution's e-learning websites. The study con-firms that well-developed e-learning platforms must guarantee efficient, effective and satisfactory use by all students, including those with disabilities. The study suggests that it is important for all the relevant stakeholders to be involved in the development of websites to ensure that accessibility and usability are properly adhered to. The aim is to reduce digital and social divides and the marginalisation of students, specifically when the target user groups have disabilities or limited capabilities.

The role of accessibility and usability in bridging the digital divide for students with disabilities in an e-learning environment