Calvo Martín, María del RocíoIglesias Maqueda, Ana MaríaMoreno López, Lourdes2014-12-022015-08-312014-08-01Universal Access in the Information Society, 2014. 13(3), pp. 315-327.1615-5297 (online)1615-5289 (print)https://hdl.handle.net/10016/19760In recent decades, the use of the Internet has spread rapidly into diverse social spheres including that of education. Currently, most educational centers make use of e-learning environments created through authoring tool applications like learning content management systems (LCMSs). However, most of these applications currently present accessibility barriers that make the creation of accessible e-learning environments difficult for teachers and administrators. In this paper, the accessibility of the Moodle authoring tool, one of the most frequently used LCMSs worldwide, is evaluated. More specifically, the evaluation is carried out from the perspective of two visually impaired users accessing content through screen readers, as well as a heuristic evaluation considering the World Wide Web Consortium's Authoring Tool Accessibility Guidelines. The evaluation results demonstrate that Moodle presents barriers for screen reader users, limiting their ability to access the tool. One example of accessibility problems for visually impaired users is the frequent inability to publish learning contents without assistance. In light of these results, the paper offers recommendations that can be followed to reduce or eliminate these accessibility barriers.12application/pdfeng© Springer-Verlag Berlin Heidelberg 2014AccessibilityAuthoring toolScreen reader usersLearning content management systems (LCMSs)Authoring tool accessibility guidelines (ATAG)research articleInformática10.1007/s10209-013-0314-3open access3153327Universal Access in the Information Society13AR/0000011367