A Hasan Al Husain, Ramona Blanes

Inclusive Digital Communication in Higher Education: Information Accessibility for Low Vision Students in Bandung Raya

Introduction

Inclusive digital communication in higher education: information accessibility for low vision students in bandung raya. Explore digital communication barriers for low vision students in Bandung Raya higher education. Addresses LMS accessibility issues and proposes user-informed design for inclusive learning.

Abstract

Inclusive higher education in Indonesia still faces significant challenges in providing accessible digital communication for students with low vision. Learning Management Systems (LMS) are not only repositories of course content but also key mediated communication channels where lecturers, institutions, and students exchange information and feedback. When these platforms are inaccessible, the problem becomes communication inequality that restricts students’ rights to receive and express information. This study explores accessibility barriers experienced by low vision students in universities across Bandung Raya, focusing on their interaction with LMS interfaces, messages, and media formats. Using a constructivist paradigm and an intrinsic case study approach, data were collected through semi-structured interviews and analyzed with Miles and Huberman’s interactive model. Findings reveal three main communication-related accessibility issues: inconsistent visual layout and low-contrast interfaces, inadequate keyboard-based navigation, and the absence of screen reader integration and alternative formats such as audio or transcripts. Viewed through inclusive communication and the social model of disability, these barriers act as structural “noise” in mediated interaction. The study argues that LMS accessibility must be treated as a central component of inclusive digital communication, requiring user-informed design, assistive communication technologies, and participatory testing with low vision students as co-designers.

Review

This study addresses a critically important and often overlooked area within higher education: the accessibility of digital communication for low vision students, specifically within Learning Management Systems (LMS). The abstract effectively frames the problem as one of communication inequality, arguing that inaccessible platforms restrict students' fundamental rights to information access and expression. By focusing on LMS as central mediated communication channels, the research highlights their dual role as content repositories and vital interaction hubs, making their inaccessibility a significant barrier to inclusive higher education in Indonesia. The geographical focus on Bandung Raya provides a specific context for exploring this pervasive challenge. Methodologically, the study adopts a constructivist paradigm and an intrinsic case study approach, which is well-suited for an in-depth exploration of lived experiences. Data collection through semi-structured interviews allows for rich qualitative insights into the accessibility barriers faced by low vision students, with analysis guided by Miles and Huberman’s interactive model. The findings are clearly articulated, identifying three core communication-related issues: inconsistent visual layouts and low-contrast interfaces, inadequate keyboard-based navigation, and a critical absence of screen reader integration and alternative formats. These findings are compellingly interpreted through the lens of inclusive communication and the social model of disability, conceptualizing these barriers as "structural noise" that impedes mediated interaction. The study’s central argument, that LMS accessibility is integral to inclusive digital communication, carries significant weight and practical implications. Its recommendations for user-informed design, the strategic deployment of assistive communication technologies, and particularly, participatory testing involving low vision students as co-designers, offer concrete pathways for improvement. This emphasizes a shift from merely accommodating disability to actively designing for inclusion. Overall, this research provides valuable insights into the systemic challenges faced by low vision students in digital learning environments and offers a robust framework for developing more equitable and inclusive higher education systems.

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