The Importance of Accessibility in Online Course Design
At the end of the day, accessibility in online course design isn't just a nice-to-have; it's fundamental. We often talk about the promise of digital education as a democratizing force—opening doors to learners regardless of geography, background, or ability. But what does that actually mean when courses exclude students who rely on screen readers, or who struggle without instructional design principles captioned videos? As those of us familiar with the EDUCAUSE reports know, accessibility is a keystone to meaningful, effective online education.
The Attention Economy and Its Impact on the Virtual Classroom
Ever wonder why students seem perpetually distracted? Blame the attention economy: a marketplace where every app, platform, and notification competes aggressively for our finite mental bandwidth. In this reality, multitasking is often mistaken for productivity. Students juggle coursework alongside social media scrolling, messaging, and video streaming, convinced they’re maximizing efficiency.
But multitasking rarely equals learning. Cognitive science shows our brains handle complex tasks best when focused singularly. Assuming students can effectively divide attention undercuts their comprehension, especially when content isn't designed with cognitive load in mind. Digital accessibility, therefore, intersects directly with cognitive considerations: when materials are accessible, navigation is smoother, distraction is minimized, and cognitive resources can focus on actual learning.
Technology: A Double-Edged Sword in Education
Tools like Pressbooks and Moodle have revolutionized how we deliver online education. Moodle’s flexibility allows for personalized learning pathways; Pressbooks enables collaborative textbook creation, making course materials open and adaptable. But technology can be a double-edged sword.
Introducing features without thoughtful pedagogical grounding often means piling on more buttons, pop-ups, and layers that weigh heavily on students’ working memory. For instance, a Moodle course cluttered with unnecessary plugins might confuse learners using assistive technologies or those with limited digital literacy.

So, what’s the solution?
One approach is designing courses aligned with the WCAG guidelines for education (Web Content Accessibility Guidelines). These standards provide a framework ensuring content is perceivable, operable, understandable, and robust for all users. Incorporating a digital accessibility statement at the start of courses signals institutional commitment and transparently communicates accommodations.
From Passive Consumption to Active Inquiry
Online courses too often encourage passive consumption—watch this video, read this slide deck, and answer quiz questions. Without intentional design components supporting active inquiry, learners disengage. Accessibility plays a key role here:

Designing for screen readers: Ensures students relying on assistive technology can navigate course structure, understand visual content described in text, and access all learning activities without barriers. Captioning videos: Helps not only deaf or hard-of-hearing students but also those learning in noisy environments or who absorb information better reading text simultaneously.
Active learning includes discussions, problem-solving tasks, and reflective writing—formats well-supported by platforms like Moodle which support forums and group activities inclusive for diverse learners. Pressbooks can embed interactive content but only if it's built accessibly from the start.
Designing for Cognitive Balance and Avoiding Overload
Effective accessibility aligns closely with cognitive load theory. Simply put, our working memory has limited capacity. Overloading students with too many concurrent stimuli—complex layouts, dense blocks of text, or non-intuitive navigation—hampers learning.
Here are pragmatic strategies for balancing cognitive demand:
Chunk content: Break down content into manageable, logically structured sections. Use consistent navigation: Predictability supports learners in mapping the course progression in their minds. Provide multiple means of engagement: Combine text, audio, visuals, and interaction to cater to diverse learning preferences while keeping interfaces uncluttered. Include clear, concise instructions: Misunderstandings waste cognitive resources. Test with actual assistive technology users: Real feedback exposes unseen barriers.
Common Pitfall: Assuming Multitasking Is Productive
Returning to multitasking—both designers and students err in treating it as efficient. When courses are poorly accessible, students might have to toggle between screens, switch tools, or decipher confusing layouts, increasing the temptation and cognitive strain of multitasking.
Instead, design should intentionally reduce the need for shifting attention by:
Ensuring all course materials integrate seamlessly in one platform (Moodle’s modular design helps here). Providing clearly captioned multimedia directly within the course environment. Embedding resources like accessible Pressbooks textbooks rather than forcing downloads or external browsing.
This reinforces focus, respects cognitive load limitations, and ultimately fosters deeper learning.
Wrapping Up: Accessibility Is Pedagogy, Not Just Compliance
It's tempting for administrators and faculty alike to chase after the latest tech gimmick, hoping a flashy feature will magically fix engagement issues. However, as we’ve seen, more features or complex tools without accessibility foundations can backfire—creating frustration and exclusion.
Drawing from decades of experience in online education design, the takeaway is this: Accessibility isn’t a checkbox; it’s a mindset underpinning thoughtful pedagogy. By embedding accessibility into course design—through adherence to WCAG guidelines for education, crafting a genuine digital accessibility statement, and leveraging platforms like Moodle and Pressbooks wisely—educators can create learning environments that respect attention challenges, harness technology’s benefits, and invite all students into active, meaningful inquiry.
And as a final word of caution, remember that accessible course design is iterative. Engage with your students, especially those who rely on assistive technologies. Their insights will illuminate blind spots that even the most well-intentioned designers might miss.
After all, education’s goal is to empower learners—regardless of ability or circumstance—to thrive.