# Towards the Implementation Process of Accessible Virtual
## 4 Accessible Virtual Compuses
### Answers to Research Questions Related to Accessible Virtual Campuses
#### 4.4.1 RQ1: Which HEIs Have Accessible Virtual Campuses?
A part of the requirements addressed in HEIs is satisfied through standards that consider accessibility elements for the development of educational products, such as learning objects and those established by the WCAG [43]. As part of the strategies implemented to attend to accessibility requirements, models and methodologies have been created in order to analyze, detect, implement, adapt, and evaluate the resources at hand, particularly available learning objects. These strategies focus on applying improvements in order to properly adapt to the various characteristics of users, including disabilities, and the use of virtual platform interfaces by this vulnerable group [34]. An important point for the design of accessible conditions within virtual platforms is the use of a LMS that features additions that can enhance interface interactions or the presentation of information on screen. Information presentation can be adjusted by changing font sizes, increasing color contrasts, adding subtitles, and adding speech synthesis, among other elements that aid students (especially those with disabilities) [34; 54]. In order to include such features, models have been proposed that make use of an LMS or Massive Online Open Courses (MOOC) system to develop an accessible virtual platform [55]; in addition, such standardized formats have been proposed in order to produce an accessible universal design, with the goal of achieving simple navigation and information comprehension on a website [56]. The Faculty Playbook developed by [PERSON] et al. (2020) describes a set of guidelines to be used for remote teaching and online learning. This work provides guidance for course design and delivery. Individuals and institutions can find best practices that consider individual needs in course design. Additionally, the work mentions that the effectiveness of practices is improved when actors, such as course designers, faculty, institutional centers,staff, and support offices, are involucrate with the design of learning strategies. Also, it evidences the necessity to establish a continuous improvement approach for both course level and instructional evaluation, in order to maintain best practices in online course design, teaching, and learning. 4.4 RQ4: What Are the Results Documented in Literature That Back the Effectiveness of Technological Accessibility Strategies Implemented by HEIs? Strategies were identified that implement manual and automatic tests that involve users. These are focused on receiving sufficient feedback in order to evaluate what improvements need to be implemented, or if the accessibility elements in place meet the requirements of users [54]. Among the strategies applied that support the creation of accessible virtual campuses are standards such as WCAG 2.0, in order to develop accessible websites. Through the implementation and development of websites that apply robustness, perception, operation, and pedagogical elements generally considered in accessibility standards, they present improvements in the educational learning of students with and without disabilities [57]. In order to guarantee that the development complies with established criteria, there are educational quality evaluation metrics with accessibility parameters which allow an HEI to obtain a quantitative value to adapt improvements in areas that require them [58]. Other ways to obtain a result pertaining to accessibility is by applying metrics and questionnaires to students with disabilities. This has changed the perspective in a positive way for users who interact with technology, and allows the application of improvements to administrative, educational, or regulatory processes involved [50; 59]. Finally, strategies that help improve staff awareness and attitudes involve training teaching staff in technological accessibility and disabilities, in order to adapt educational material and provide a pedagogical quality service; this breaks down educational barriers, and promotes participation by students with disabilities [24].