Publicación: Accesibilidad universal de servicios en línea universitarios. Diseño y validación de un instrumento de evaluación. El caso de la UNED
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2024-06
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info:eu-repo/semantics/openAccess
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Red de Universidades y Educación Inclusiva
Resumen
Un instrumento para conocer el grado de accesibilidad de los servicios en línea requiere de un proceso de
diseño y validación. El cuestionario que se ofrece se centra en la experiencia de usuario de los estudiantes de la
Universidad Nacional de Educación a Distancia (UNED), ya que esta institución educativa desarrolla la mayoría
de los servicios en línea y recibe a gran parte del alumnado con discapacidad matriculado en la universidad
española (39,6%). El diseño del instrumento se apoya en las fases indicadas por Albert Gómez (2006) y, para
las preguntas sobre accesibilidad, se siguieron las pautas sobre accesibilidad al contenido web (WCAG2.0 y
WCAG2.1). Tras un estudio exhaustivo de la bibliografía sobre el tema, se diseñó la primera versión del
instrumento y se sometió al juicio de expertos, solicitando a un grupo multidisciplinar que analizaran el grado de
pertinencia y adecuación del instrumento con escalas de Likert (1-5), siendo validado de manera favorable con
valores medios superiores a 4. Además, se les solicitó que realizaran las observaciones que consideraran
oportunas, incorporándolas a la versión que se distribuiría posteriormente entre un grupo piloto de estudiantes.
Se utilizó el alfa de Cronbach para valorar la consistencia interna realizando una prueba piloto a 202 sujetos
obteniendo un índice de fiabilidad de 0.987. El análisis de la razón de validez (Lawshe, 1975) supera en general
el límite requerido del 0,75. Todo ello permite reconocer la solidez, validez y fiabilidad del instrumento diseñado
que podrá adaptarse a otros entornos, etapas educativas e instituciones.
An instrument to know the degree of accessibility of online services requires a design and validation process. The questionnaire offered focuses on the user experience of the students of the National University of Distance Education (UNED), selected since this educational institution develops most of the online services and receives a large part of the students with disabilities enrolled in the Spanish university (39.6%). The design of the instrument is based on the phases indicated by Albert Gómez (2006) and, for the questions on accessibility, the guidelines on accessibility to web content (WCAG2.0 and WCAG2.1) were followed. After an exhaustive study of the literature on the subject, the first version of the instrument was designed and submitted to the judgment of experts, requesting a multidisciplinary group to analyze the degree of relevance and adequacy of the instrument with Likert scales (1-5), being validated favorably with average values greater than 4. In addition, they were asked to make the comments they considered appropriate, incorporating them into the version that would later be distributed to a pilot group of students. Cronbach's alpha was used to assess the internal consistency by performing a pilot test on 202 subjects obtaining a reliability index of 0.987. The analysis of the validity ratio (Lawshe, 1975) generally exceeds the required limit of 0.75. All this allows us to recognize the solidity, validity and reliability of the designed instrument that can be adapted to other environments and institutions.
An instrument to know the degree of accessibility of online services requires a design and validation process. The questionnaire offered focuses on the user experience of the students of the National University of Distance Education (UNED), selected since this educational institution develops most of the online services and receives a large part of the students with disabilities enrolled in the Spanish university (39.6%). The design of the instrument is based on the phases indicated by Albert Gómez (2006) and, for the questions on accessibility, the guidelines on accessibility to web content (WCAG2.0 and WCAG2.1) were followed. After an exhaustive study of the literature on the subject, the first version of the instrument was designed and submitted to the judgment of experts, requesting a multidisciplinary group to analyze the degree of relevance and adequacy of the instrument with Likert scales (1-5), being validated favorably with average values greater than 4. In addition, they were asked to make the comments they considered appropriate, incorporating them into the version that would later be distributed to a pilot group of students. Cronbach's alpha was used to assess the internal consistency by performing a pilot test on 202 subjects obtaining a reliability index of 0.987. The analysis of the validity ratio (Lawshe, 1975) generally exceeds the required limit of 0.75. All this allows us to recognize the solidity, validity and reliability of the designed instrument that can be adapted to other environments and institutions.
Descripción
The registered version of this article, first published in “Revista de Educación Inclusiva, nº 17, Vol 1, pp.71-91", is available online at the publisher's website: Red de Universidades y Educación Inclusiva, https://revistaeducacioninclusiva.es/index.php/REI/article/view/904
La versión registrada de este artículo, publicado por primera vez en “Revista de Educación Inclusiva, nº 17, Vol 1, pp.71-91", está disponible en línea en el sitio web del editor: Red de Universidades y Educación Inclusiva, https://revistaeducacioninclusiva.es/index.php/REI/article/view/904
Categorías UNESCO
Palabras clave
accesibilidad web, cuestionario, instrumento de evaluación, tecnologías de la información y comunicación, universidad a distancia, distance university, evaluation instrument, information and communication technologies, questionnaire, web accessibility
Citación
Lorenzo-Pérez, V.A; Feliz-Murias, T. y García-Llamas, MC (2024). Accesibilidad universal de servicios en línea universitarios. Diseño y validación de un instrumento de evaluación. El caso de la UNED. Revista de Educación Inclusiva, nº 17, Vol 1, pp.71-91
Centro
Facultades y escuelas::Facultad de Educación
Departamento
Didáctica, Organización Escolar y Didácticas Especiales