Many academic institutions around the world are utilizing and investing in online learning management systems (LMS). While several research studies have examined the functionality of this type of technology, little attention has been paid to accessibility issues, in particular to the complex web-based interfaces for learners with disabilities, e.g., those with visual impairment. There is also no certain standard method for evaluating accessibility features of an online learning system. The approaches that are mostly used among practitioners and educators are based on accessibility guidelines or expert judgments, without direct input from actual users, resulting in a lack of user experience perspectives. Additionally, the use of such general evaluation methods tends to leave out important aspects in pedagogy and learning. In order to fill this gap, this dissertation investigates accessibility features of an online learning management system, based on the experiences of learners with visual impairments. Moreover, the frameworks of universal design and inclusive design were used to analyze the design of such educational technologies for this group of learners. The setting for this study was a 12-day computer training course at a university in Thailand. Eighteen visually impaired higher education students voluntarily participated to use the LMS (MOODLE) during the training period. Evaluations through usability tests, questionnaires, and focus groups were used to answer the study's overarching research question--namely, the effectiveness and accessibility of current LMS for the visually impaired. The results indicate that while the tools and functionalities of the selected LMS were generally accessible, and while blind participants held the view that the application could support their learning, , some features were difficult to access and use. Additionally, there was no clear indication that the inclusive design framework was used in developing the LMS. Based on these findings, the dissertation proposes a set of recommendations to better facilitate access and use within the system for visually impaired learners. System developers and instructional designers are urged to implement technical guidelines and universal standards, along with design principles, to create more accessible learning applications. More research is needed to further explore the tools and features of the LMS, and to identify the best pedagogical strategies and overall technological improvements that will provide accessibility to support the learning of those with visual impairment, along with other groups of learners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]