Overcoming Accessibility Barriers for Visually Impaired Learners in Open and Distance Learning (ODL): A Qualitative Study

Overcoming Accessibility Barriers for Visually Impaired Learners in Open and Distance Learning (ODL): A Qualitative Study

Dr Wong Huey Siew, Dr Amiraa Ali Mansor, Mohd Fakardian Bin Che Rus, Adibah Binti Azman

Open University Malaysia

DOI: https://dx.doi.org/10.47772/IJRISS.2025.908000165

Received: 24 July 2025; Accepted: 30 July 2025; Published: 02 September 2025

ABSTRACT

This study explores the critical issue of accessibility barriers faced by visually impaired learners in Open and Distance Learning (ODL) environments in Malaysia. Although ODL offers flexible and cost-effective learning opportunities, it often fails to adequately support learners with disabilities. Visually impaired students encounter challenges such as inaccessible content, poor compatibility with assistive technologies, and lack of trained academic support. These barriers limit their participation, engagement, and academic success. Using a qualitative research design, the study collects insights through semi-structured interviews with three visually impaired ODL learners and three NGO leaders. The findings are analyzed thematically to identify recurring issues, assistive tools used, and recommended strategies for inclusivity. The study contributes to the literature by aligning with Universal Design for Learning (UDL) and Inclusive Education principles and proposes practical improvements to ensure educational equity. It also supports global goals such as SDG 4, which advocates for inclusive and quality education for all.

Keywords: Open And Distance Learning, Visually Impaired Learners, Accessibility And Inclusivity

INTRODUCTION

Open and Distance Learning (ODL) has become a pivotal mode of education in the 21st century. It provides flexibility and access to learners worldwide. This trends also in line with the concept of inclusivity particularly within the context of online study universities.  Despite its many advantages, visually impaired learners face unique challenges that prevent them from fully benefiting from these open learning opportunities.  These challenges include inaccessible Content and Platforms. Many ODL platforms are not designed with universal accessibility principles and it making it difficult for visually impaired learners to access effectively with learning materials (Smith, J., & Basham, C. 2022).

meanwhile, insufficient of accessible digital Divide and limited the access to high-speed internet and assistive technologies further restricted learners with visual impairments to access the online resources.     Lack of technical and institutional support services leaves learners struggling to navigate complex platforms independently specially to download their learning materials and participates in the forum discussion.  Therefore, such scenario led to other challenges such as social isolation. The absence of inclusive community-building activities within ODL systems exacerbates feelings of alienation among visually impaired learners (Burgstahler, S. 2015). Thus, this study seeks to bridge the gap by exploring the lived experiences of visually impaired learners and advocating for actionable strategies to enhance inclusivity in Malaysia. By understanding these perspectives, this study seeks to contribute to the creation of more inclusive and effective ODL university, aligning with global educational goals such as the United Nations’ Sustainable Development Goal 4 (Quality Education).

Problem statement

Open and Distance Lea it an attractive model for learners of diverse backgrounds, including those with disabilities. However, despite ODL’s inclusive claims, visually impaired learners in Malaysia continue to face substantial barriers that limit their full participation and academic success. These barriers are often systemic in nature and stem from the lack of proactive inclusivity in the design of learning platforms and institutional frameworks.

Many ODL platforms lack compatibility with assistive technologies such as screen readers, braille display systems, and text-to-speech applications, making them difficult or impossible for visually impaired learners to use effectively (Abd Rahman, Wahab, & Abu Bakar, 2019). Moreover, digital course materials are frequently not developed according to universal design principles, rendering them inaccessible. Content that lacks alternative text descriptions or uses complex visual layouts can be particularly problematic for screen-reading software (Kelly & Smith, 2021). Additionally, the digital divide—manifested through inadequate access to high-speed internet and assistive tools—further exacerbates inequality, particularly among marginalized learners in rural or under-resourced settings.rning (ODL) has emerged as a transformative educational paradigm, particularly in response to global disruptions such as the COVID-19 pandemic. Its flexibility and broad accessibility have made

A further concern lies in the lack of trained personnel capable of providing meaningful support to visually impaired learners. Educators and administrative staff are often unfamiliar with accessibility standards or the practical needs of learners using assistive technologies, leading to increased dependence, social isolation, and reduced academic confidence (Seale, 2014; Phasupan, 2019). For example, interactive features such as discussion forums, voting tools, or collaborative tasks are often not optimized for screen readers, which limits the ability of visually impaired learners to engage fully in course activities (Meyer, Rose, & Gordon, 2014).

Given these persistent challenges, there is an urgent need for a more inclusive and accessible ODL ecosystem that systematically considers the needs of visually impaired learners. This qualitative study therefore aims to explore the lived experiences of visually impaired learners and NGO leaders in the Malaysian ODL context. The focus is on identifying key barriers, exploring the use of assistive technologies, and recommending practical, sustainable strategies to overcome these challenges. By doing so, the research seeks to contribute to the development of ODL frameworks that uphold the principles of equity, accessibility, and inclusivity in alignment with global goals such as the United Nations Sustainable Development Goal 4 (Quality Education).

Research Objectives

1. To identify the key challenges faced by visually impaired learners in ODL universities.
2. To examine the types of assistive technology tools used to support their learning experience in ODL environments.
3. To propose actionable strategies for improving accessibility and inclusivity in ODL for visually impaired learners.

Research Questions

1. What are the main challenges faced by visually impaired learners in ODL environments?
2. What types of assistive technology are used to facilitate their learning experiences?
3. What practical strategies can be implemented to improve inclusivity in ODL for visually impaired learners?

Significant of the research

This study holds significance as it focuses on a marginalized group in the Malaysian education system such as visually impaired learners in ODL settings. By identifying and understanding the barriers they face, the study provides valuable insights for ODL institutions, educators, policymakers, and technology developers. It demonstrates how institutional changes, informed by the Universal Design for Learning (UDL) and Inclusive Education Model, can enhance access, engagement, and equity in education. The research also contributes to policy advocacy by reinforcing the need for inclusive digital infrastructures and capacity-building programs for academic and administrative staff. In doing so, the study aligns with international frameworks such as the Sustainable Development Goal 4 (Quality Education), which emphasizes inclusive and equitable education for all.

LITERATURE STUDY

The rapid expansion of Open and Distance Learning (ODL) and online education has created unprecedented opportunities for learners worldwide, including those with disabilities. While ODL offers flexibility and accessibility, visually impaired learners continue to face significant challenges in fully participating and benefitting from these systems. Despite global progress in digital inclusivity, various structural and technological barriers remain pervasive, hindering equitable outcomes for learners with visual impairments (Jones, Smith, & Anderson, 2021). This literature review aims to examine these persistent accessibility barriers and the assistive technologies currently used by visually impaired learners in ODL environments. It also highlights actionable areas for improvement to support the development of inclusive ODL ecosystems.

Technological barriers are among the most critical issues. Visually impaired learners heavily rely on assistive technologies such as screen readers (e.g., JAWS, NVDA), magnifiers, and text-to-speech software to navigate online content. However, many ODL platforms are not designed to accommodate these needs. For example, Rahman et al. (2019) noted that widely used Learning Management Systems (LMS) such as Moodle and Blackboard often include non-text elements like images, charts, and videos without alternative descriptions, making them incompatible with screen readers. These platforms also undergo frequent updates that disrupt the functionality of assistive tools, further impeding access (Ahmat, Jalil, & Ismail, 2020).

Multimedia content, now a standard element in online learning, poses additional challenges. While videos and audio materials can enhance learning for many students, visually impaired learners find them inaccessible without proper adaptations. Studies by Kelly and Smith (2021) reveal that video lectures lacking audio descriptions or transcripts result in partial or total exclusion from course content. Similarly, virtual labs and simulations—commonly used in science and engineering disciplines—are often not designed with screen reader compatibility or keyboard navigation, excluding visually impaired learners from critical experiential learning components (Alquraini & Gut, 2012).

Moreover, institutions often overlook the importance of adhering to international accessibility standards. Many universities fail to comply with Web Content Accessibility Guidelines (WCAG) set by W3C, resulting in non-compliant documents, unlabeled web elements, and non-responsive designs that hinder seamless access using assistive technologies (W3C, 2008). Inaccessibility extends to assessments as well. Burgstahler (2015) highlighted how time-limited exams and visual-based questions disadvantage visually impaired learners, particularly when no alternative formats or extended time are provided.

Beyond technological hurdles, socially inclusive environments are also lacking. Forums and collaborative tasks in ODL frequently lack voice-to-text features or screen reader-compatible interfaces, leading to social isolation (Seale et al., 2015). Sloan et al. (2018) found that inaccessibility in collaborative learning can negatively affect the self-esteem, motivation, and participation of visually impaired learners.

To address these multi-faceted challenges, scholars have proposed frameworks like Universal Design for Learning (UDL) and the Inclusive Education Model. UDL promotes flexible, accessible learning through diverse representations and engagement methods, such as offering content in braille, text, and audio formats (Meyer, Rose, & Gordon, 2014). Meanwhile, the Inclusive Education Model encourages institutional changes, including staff training and policy reform to remove systemic barriers (Ainscow, 2005). Integrating these models into ODL institutions is crucial to ensuring that visually impaired learners can thrive on equal footing with their peers.

In conclusion, although ODL holds great potential for promoting educational equity, systemic, technological, and instructional gaps continue to limit its accessibility for visually impaired learners. Addressing these gaps through inclusive design, institutional training, and adherence to accessibility standards is essential to actualizing the goals of ODL and aligning with the study’s aim of identifying barriers, assistive tools, and inclusive strategies for learners with visual impairments.

METHODOLOGY

This study employs a qualitative research design to gain an in-depth understanding of the lived experiences, challenges, and support needs of visually impaired learners in Open and Distance Learning (ODL) settings. A qualitative approach is particularly appropriate for this study as it allows for the exploration of complex, subjective phenomena that cannot be fully captured through numerical data alone. Since accessibility barriers are often context-specific and experiential, qualitative inquiry helps…

Data collection was conducted using semi-structured interviews, enabling flexibility to probe deeper into the participants’ responses while maintaining consistency across interviews. This method is suitable for understanding how visually impaired learners navigate ODL environments, the types of assistive technologies they use, and the institutional barriers they encounter. Semi-structured interviews also allow participants to express their unique experiences and concerns in their own terms, which is crucial…

Purposive sampling was employed to select participants with relevant experiences who could offer meaningful input. The sample included three visually impaired learners enrolled in ODL programs and three leaders from NGOs specializing in disability advocacy. These two groups were selected to provide both user-level and institutional-level insights into accessibility challenges in ODL.

Interviews were conducted either virtually or face-to-face, depending on the participants’ convenience, and each session lasted approximately 45 to 60 minutes. The interviews were recorded and transcribed with the participants’ consent. Thematic analysis was used to analyze the data. This involved coding the transcripts to identify recurring themes and patterns related to accessibility barriers, assistive technology use, and strategies to enhance inclusivity. The thematic approach allows the researchers to…

FINDINGS

This section presents the key findings from semi-structured interviews conducted with three visually impaired learners and three leaders from NGOs serving the visually impaired community. The findings are organized according to the study’s three research questions and are categorized into relevant sub-themes.

Research Question 1: What are the main challenges faced by visually impaired learners in ODL environments?

Challenges in Navigating the Portal Interface

The finding demonstrated that participants consistently reported significant difficulties navigating the online learning portal due to its complex interface and limited accessibility features. One participant shared, “It was really tough at the beginning to understand the portal interface as a visually impaired learner.” The portal’s dense layout, numerous links, and unlabeled icons made it hard to locate essential resources such as course materials, assignments, and forum links.

Another participant stated, “Since it was new to us, browsing the portal was hard, especially when searching for specific information.” These fundamental learning tasks—critical to academic success—were often overwhelming and time-consuming due to the platform’s poor accessibility design.

Initial Barriers to Accessibility

Through the interview conducted, learners reported that they experienced delays in adapting to the ODL environment due to unintuitive system design and lack of assistive integration. One participant remarked, “At the beginning, I didn’t even know where to find the things that I needed to begin my studies.” The JAWS screen reader was often ineffective, especially in forums or during live discussions. Participants also faced difficulties engaging in interactive features such as voting or chat functions, which were not designed with accessibility in mind.

Furthermore, in the finding showing that participants reported that some tutors and administrative staff lacked awareness and preparedness to assist visually impaired learners. A participant noted, “Some tutors reference visual materials without describing them, and some staff lack the skills to guide us.” These gaps contributed to delays, miscommunication, and feelings of exclusion.

Research Question 2: What are the appropriate types of assistive technology used in facilitating the learning experience in ODL universities?

Utilization of Assistive Technology

In the finding, it indicates participants highlighted the importance of assistive tools in enabling their learning experience. JAWS screen reader and personal computers were the most commonly used technologies. One participant stated, “Normally, I use JAWS screen reader and PC. It is quite accessible, and JAWS helps me navigate the portal relatively well.”

These tools were crucial for performing tasks such as downloading materials, completing assignments, reading modules, checking results, and delivering presentations. The ability to independently upload assignments and participate in forums was significantly enhanced by assistive technology. Another participant added, “I found the JAWS screen reader very useful to assist me in participating in the forum, so I can interact with my coursemates effectively.”

Laptops were also essential for engaging with content, preparing presentations, and accessing modules. This highlights the vital role of technology in bridging the accessibility gap for visually impaired learners in ODL.

Additional Tools and Platforms for Support

In addition to JAWS and laptops, participants reported using other assistive tools to enhance their learning experience. One notable example was the Braille Edge device. This device allowed visually impaired learners to take real-time notes during lectures and organize points effectively when preparing for presentations. It served as a complementary tool to screen readers by providing tactile support for note-taking and review.

Participants also used mainstream communication platforms such as Google Meet and WhatsApp to support their learning. Google Meet was employed for attending live online classes, enabling direct interaction with instructors and classmates. WhatsApp functioned as a convenient channel for receiving announcements, coordinating group tasks, and sharing lecture materials among peers. These platforms were described as highly accessible and effective in facilitating interaction, collaboration, and access to up-to-date information.Research Question 3: What actionable strategies can be proposed for improving inclusivity in ODL environments for visually impaired learners?

Accessible Content Design

The interview outcomes showing that all NGO leaders emphasized the need for instructional and content designers to adopt accessibility standards such as those defined by the Web Content Accessibility Guidelines (WCAG). They argued that compliance with W3C standards can make the ODL environment genuinely inclusive by ensuring visually impaired learners can navigate materials smoothly and without external support.

Accessibility Training for Academic and Administrative Staff

Participants recommended that universities conduct regular training sessions for all staff, including tutors, content developers, and administrative personnel. A leader noted, “If staff members are aware of accessibility needs, many of the problems currently faced by learners can be significantly reduced.”

Development of Inclusive Policies

NGO representatives advocated for the implementation of inclusive institutional policies grounded in Universal Design for Learning (UDL). They stressed that a supportive and inclusive culture—reflected in policies, communication, and services—is necessary to empower visually impaired learners and ensure their equal participation.

Enhanced Accessible Communication

Participants also pointed out that online forums and announcements often use image-based messages without descriptions, making them inaccessible. Leaders proposed that all visual content be accompanied by descriptive text or alternative formats to ensure equal access to information.

Adoption of W3C Accessibility Guidelines

To enhance the accessibility of digital learning environments, participants recommended that universities align their ODL platforms with international accessibility standards like WCAG. Adopting universal design principles ensures the digital environment is navigable and usable by all learners, regardless of disability.

DISCUSSION

The findings of this study shed critical light on the systemic, technological, and instructional barriers that visually impaired learners face in Open and Distance Learning (ODL) environments. While ODL is positioned as a flexible and inclusive model for modern education, the reality for visually impaired learners is more complex. This study confirms that existing ODL platforms, particularly in the Malaysian context, often fall short of meeting the accessibility standards required for equitable participation.

One major theme that emerged from the findings is the lack of awareness and preparedness among tutors and administrative staff in addressing the needs of visually impaired learners. This aligns with Seale (2014), who emphasized that educators often default to sight-dependent instruction, thereby marginalizing students with visual impairments. When tutors fail to provide descriptive narration or rely heavily on visual aids, learners with visual disabilities are excluded from full participation. This barrier.

Moreover, the findings underscore that despite the availability of assistive technologies such as JAWS screen reader, Braille Edge, and accessible communication platforms like WhatsApp and Google Meet, the effectiveness of these tools is significantly diminished by poor platform design and lack of institutional support. Participants reported frequent issues with screen reader compatibility, inaccessible multimedia, and inadequate staff training—issues that are well-documented in the literature (Kelly & S…

From a theoretical standpoint, the challenges experienced by visually impaired learners reflect a lack of integration of Universal Design for Learning (UDL) principles. UDL emphasizes providing multiple means of representation, action, and engagement to accommodate diverse learners (Meyer, Rose, & Gordon, 2014). For example, UDL encourages the availability of learning materials in various formats—audio, braille, text, and video with audio descriptions. The fact that learners in this study had to rely on…

Equally important is the Inclusive Education Model, which advocates for systemic changes at the policy, institutional, and pedagogical levels to foster an inclusive learning culture (Ainscow, 2005). While the learners in this study displayed remarkable resilience in adapting to the ODL ecosystem, the burden should not fall solely on them. Institutions must implement inclusive policies that mandate accessibility training, inclusive instructional design, and infrastructure that accommodates assistive technology.

Incorporating accessibility features into the design and delivery of digital learning is not merely a technical necessity—it is a human rights issue. As highlighted by the United Nations Sustainable Development Goal 4 (SDG 4), inclusive and equitable quality education must be made available for all learners, regardless of their physical or cognitive abilities. This study reaffirms that until ODL institutions embrace inclusivity as a core value.

The discussion also reinforces the need for continuous professional development among ODL academic and technical staff. As recommended by Rao and Tanners (2011), accessibility and inclusive pedagogy should be integrated into staff training modules. This ensures that the educators are not only technologically competent but also sensitive to the needs of learners with disabilities.

In summary, the results of this study provide compelling evidence that ODL institutions must transition from reactive to proactive approaches in supporting visually impaired learners. This involves aligning ODL strategies with UDL and inclusive education frameworks, prioritizing institutional commitment, and embracing inclusive design from the outset. Without such alignment, the promise of accessibility and equity in ODL will remain largely unfulfilled for visually impaired learners.

CONCLUSION

This study explored the accessibility barriers encountered by visually impaired learners in Open and Distance Learning (ODL) environments in Malaysia. The findings reveal that despite the flexibility and technological potential of ODL systems, significant gaps remain in meeting the needs of visually impaired learners. These include inaccessible digital content, inadequate assistive technology integration, lack of staff preparedness, and the absence of inclusive instructional and institutional practice…

To truly embody inclusivity, ODL institutions must shift from retrofitting accessibility to embedding it as a core design principle. This requires the systematic integration of Universal Design for Learning (UDL) principles and the Inclusive Education Model into ODL frameworks. Such integration promotes proactive measures—like offering materials in multiple formats, designing screen reader-compatible interfaces, and conducting targeted accessibility training for academic and support staff.

By aligning with global standards such as the Web Content Accessibility Guidelines (WCAG) and Sustainable Development Goal 4 (SDG 4), ODL providers can ensure equitable learning opportunities for all. Institutional commitment at the leadership level is vital to implement policies that go beyond compliance, aiming instead for meaningful inclusion. The use of assistive tools such as JAWS, Braille Edge, and accessible platforms like Google Meet and WhatsApp have shown promising potential.

Ultimately, this study contributes to the growing body of knowledge that advocates for more inclusive digital learning ecosystems. Addressing accessibility is not merely a technical challenge, but a social responsibility. Future research should explore the perspectives of ODL top management and policymakers to better understand institutional readiness and drive sustainable transformation. With collective effort, ODL can become a truly inclusive educational model—where no learner is left behind.

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