This paper explores the potential of analytics for improving accessibility of e-learning and supporting disabled learners in their studies. A comparative analysis of completion rates of disabled and non-disabled students in a large five-year dataset is presented and a wide variation in comparative retention rates is characterized. Learning analytics enable us to identify and understand such discrepancies and, in future, could be used to focus interventions to improve retention of disabled students. An agenda for onward research, focused on Critical Learning Paths, is outlined. This paper is intended to stimulate a wider interest in the potential benefits of learning analytics for institutions as they try to assure the accessibility of their e-learning and provision of support for disabled students.
Cooper, Martyn; Ferguson, Rebecca and Wolff, Annika (2016). What Can Analytics Contribute to Accessibility in e-Learning Systems and to Disabled Students’ Learning? In: 6th International Learning Analytics and Knowledge (LAK) Conference, 25-29 April 2016, Edinburgh, Scotland.