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In this article, by utilizing the guidelines available from literature, we attempted to compile a checklist that would identify the extent to which web-based learning materials in Slovenia properly address the needs of people with dyslexia. The focus of our research was the evaluation of the suitability of the design of web-based learning materials and not their pedagogical aspects, since design itself is one of the key factors that predominantly affect the accessibility of web-based learning materials for dyslexic learners. The results of our study showed that the developers of web-based learning materials were generally well aware of these criteria (accessibility, usability, readability); but some of the key ones remained overlooked. The study pinpoints accessibility as the weakest point of the examined web-based learning materials. The most plausible reasons for overlooking these criteria originate in the weak understanding of the needs of these particular users in addition to the weak comprehension of the established guidelines on the accessibility of web-based learning materials. As a potential solution, we suggested, apart from using the checklist as an indicator, increasing attention among the developers of web-based learning materials when considering accessibility issues as well as a wider integration of the concerned user population in the evaluation of web-based learning materials.


e-learning web-based learning materials dyslexia accessibility usability readability learning disabilities

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How to Cite
Radovan, M., & Perdih, M. (2018). Analysing Accessibility, Usability and Readability of Web-based Learning Materials – Case study of e-learning portals in Slovenia. Journal of E-Learning and Knowledge Society, 14(1).