scholarly journals A qualitative study to understand the perspectives of MOOC providers on accessibility

2021 ◽  
pp. 87-101
Author(s):  
Francisco Iniesto ◽  
Patrick McAndrew ◽  
Shailey Minocha ◽  
Tim Coughlan
Keyword(s):  
Online Courses ◽  
Low Cost ◽  
Continuing Professional Development ◽  
Massive Open Online Courses ◽  
Full Potential ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Self Regulated Learning ◽  
Lack Of Information ◽  
Accessibility Barriers

Massive open online courses (MOOCs) are widely available and have become a common option for learners. However, their full potential cannot be realised if they are not accessible to all learners, including those with disabilities. It is, therefore, important to understand the different stakeholders and their requirements and perspectives in designing accessible MOOCs. This research investigated the perspectives of MOOC providers on MOOC learners who have accessibility needs and the processes used to manage accessibility and MOOCs in their individual organisations. In this paper, we report the results of a study using thematic analysis, which involved 26 semi-structured interviews with MOOC providers and focused on MOOC accessibility. The results show that, while MOOC providers are aware of learners with accessibility needs who are participating in MOOCs, they prioritise legislation over learners’ accessibility preferences. MOOC providers consider the technology of the platform itself creates barriers and are aware of the limitations for learners in finding help, reporting accessibility barriers and obtaining feedback, when participating in MOOCs. Implications for policy and practice: Course providers should acknowledge MOOC design is being guided by legal requirements. That involves uncertainty to who is the responsible to deliver accessible MOOCs. Platform providers need to consider the lack of information about their learners makes it difficult to design educational resources that consider different target groups and provide personalisation. Learners can find MOOCs helpful for continuing professional development and lifelong learning. MOOCs are attractive due to their low-cost and self-regulated learning.

EXPRESS: Effects of Payment on User Engagement in Online Courses

2021 ◽  
pp. 002224372110163
Author(s):  
Ali Goli ◽  
Pradeep K. Chintagunta ◽  
S. Sriram
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Full Potential ◽  
User Engagement ◽  
Sunk Cost ◽  
Course Content ◽  
Sunk Cost Effect ◽  
To Receive ◽  
Cost Effect

Massive Open Online Courses (MOOCs) have the potential to democratize education by improving access. Although retention and completion rates for non-paying users have not been promising, these statistics are much brighter for users who pay to receive a certificate upon completing the course. We investigate whether paying for the certificate option can increase engagement with course content. In particular, we consider two such effects: (a) the certificate effect, which is the boost in motivation to stay engaged in order to receive the certificate; and (b) the sunk-cost effect, which arises solely because the user paid for the course. We use data from over 70 courses offered on the Coursera platform and study the engagement of individual participants at different milestones within each course. The panel nature of the data enables us to include controls for intrinsic differences between non-paying and paying users in terms of their desire to stay engaged. We find evidence that the certificate and sunk-cost effects increase user engagement by approximately 8%-9%, and 17%-20%, respectively. However, whereas the sunk-cost effect is transient and lasts only for a few weeks after payment, the certificate effect lasts until the participant reaches the grade required to be eligible to receive the certificate. We discuss the implications of our findings for how platforms and content creators may want to design course milestones and schedule the payment of course fees. Given that greater engagement tends to improve learning outcomes, our study serves as an important first step in understanding the role of prices and payment in enabling MOOCs to realize their full potential.

The MOOCs

2015 ◽  
pp. 228-247 ◽  
Author(s):  
John F. LeCounte ◽  
Detra Johnson
Keyword(s):  
Social Media ◽  
Online Courses ◽  
Low Cost ◽  
Massive Open Online Courses ◽  
University Of Pennsylvania ◽  
Massachusetts Institute Of Technology ◽  
Massive Open Online ◽  
Social Media Platforms ◽  
Institute Of Technology ◽  
Technological Platform

In this chapter, the authors present the rapid rise of Massive Open Online Courses (MOOCs) derived from a yearning to create and make widely available materials and conditions for participatory learning and creative space dedicated to the open education. Massive Open Online Courses (MOOCs) were developed to provide open, meaning unrestricted, online courses without higher education cost constraints to students. This new technological platform was embraced, developed, and offered by some of the country's leading universities and institutions including Harvard, University of Pennsylvania, Stanford, and Massachusetts Institute of Technology (MIT). Students may collaborate through strategic social media platforms such as LinkedIn, Facebook, and Twitter. Further, according to LeCounte et al. (2014), the social media partnerships have been found to offer competitive advantages in terms of low cost and tremendous visibility to both corporations and institutions of higher learning.

The MOOCs

2016 ◽  
pp. 1829-1848
Author(s):  
John F. LeCounte ◽  
Detra Johnson
Keyword(s):  
Social Media ◽  
Online Courses ◽  
Low Cost ◽  
Massive Open Online Courses ◽  
University Of Pennsylvania ◽  
Massachusetts Institute Of Technology ◽  
Massive Open Online ◽  
Social Media Platforms ◽  
Institute Of Technology ◽  
Technological Platform

In this chapter, the authors present the rapid rise of Massive Open Online Courses (MOOCs) derived from a yearning to create and make widely available materials and conditions for participatory learning and creative space dedicated to the open education. Massive Open Online Courses (MOOCs) were developed to provide open, meaning unrestricted, online courses without higher education cost constraints to students. This new technological platform was embraced, developed, and offered by some of the country's leading universities and institutions including Harvard, University of Pennsylvania, Stanford, and Massachusetts Institute of Technology (MIT). Students may collaborate through strategic social media platforms such as LinkedIn, Facebook, and Twitter. Further, according to LeCounte et al. (2014), the social media partnerships have been found to offer competitive advantages in terms of low cost and tremendous visibility to both corporations and institutions of higher learning.

Survey of Vulnerabilities and Mitigation Techniques for Mooc-Based Applications

2016 ◽  
Vol 7 (4) ◽  
pp. 1-18 ◽  
Author(s):  
Hossain Shahriar ◽  
Hisham M. Haddad ◽  
David Lebron ◽  
Rubana Lupu
Keyword(s):  
Open Source Software ◽  
Exploratory Study ◽  
Online Courses ◽  
Software Security ◽  
Low Cost ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Security Vulnerabilities ◽  
Cloud Environments ◽  
Mitigation Techniques

Massive Open Online Courses (MOOCs) are commonly hosted as web servers for learners worldwide to access education and learning materials at low cost. Many of the well-known MOOCs have adopted open source software and database technologies and frequently operate within cloud environments. It is likely that the well-known software security vulnerabilities may manifest to MOOC-based applications. Unfortunately, few studies have identified a set of common vulnerabilities applicable to MOOC-based applications. This paper1 presents an exploratory study of potential security vulnerabilities and challenges for MOOC platforms, and it provide some guidelines and suggestions to mitigate these concerns. This study helps practitioners (educators and developers) to adopt MOOC applications while considering potential vulnerabilities and be prepared to deal with these risks.

scholarly journals Supporting learners' self-regulated learning in Massive Open Online Courses

2020 ◽  
Vol 146 ◽  
pp. 103771 ◽  
Author(s):  
Renée S. Jansen ◽  
Anouschka van Leeuwen ◽  
Jeroen Janssen ◽  
Rianne Conijn ◽  
Liesbeth Kester
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Massive open online courses for continuing professional development of GPs

2020 ◽  
Vol 13 (9) ◽  
pp. 522-527
Author(s):  
Emily Player ◽  
Alice Shiner ◽  
Nick Steel ◽  
Veena Rodrigues
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Online Courses ◽  
Continuing Professional Development ◽  
Massive Open Online Courses ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Massive Open Online ◽  
Enhanced Learning

Continuing professional development (CPD) is essential for the maintenance and improvement of the knowledge and skills of healthcare professionals. GP registrars are required to evidence CPD in their ePortfolio and likewise, GPs are mandated to accrue and evidence a minimum of 50 hours CPD for their annual appraisal. CPD can be delivered in many ways, with an increasing movement towards online learning. Technology-enhanced learning (TEL) encompasses online learning and is ever changing. This article will discuss a type of TEL known as massive open online courses (MOOCs) and the role of MOOCs in delivering CPD.

Adoption of Massive Open Online Courses (MOOC) for Librarians' Professional Development in Africa

2018 ◽  
pp. 37-65
Author(s):  
Michael O. Fagbohun ◽  
Chrisopher Nkiko ◽  
Basiru Adetomiwa ◽  
Aderonke O. Asaolu ◽  
Nwanne M. Nwokeoma ◽  
...  
Keyword(s):  
Professional Development ◽  
Developing Countries ◽  
21St Century ◽  
Online Courses ◽  
Developing Economies ◽  
Continuing Professional Development ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Personal Learning ◽  
Academic Knowledge

Librarian development is the process of constantly strengthening professional attainment, broadening academic knowledge, and enhancing skills. This chapter explores how Massive Open Online Courses (MOOCs), can be used as continuing professional development of a librarian. This chapter narrates how MOOCs may offer a librarian an opportunity to upgrade their skills or further their education. It explains the benefits and challenges of the adoption of MOOCs for continuing professional development in developing countries and how this can be applied in developing economies. The major benefits of MOOCs to librarians are to help in professional and personal learning, but most librarians who wish to experience progressive career-development are yet to ascertain this fact. The chapter concludes that librarians have the opportunity to leverage this technology to improve their relevant professional skills in the 21st century. It is also established that the adoption and use of MOOCs among professional librarians in Africa is low as in advanced countries.

Adoption of Massive Open Online Courses (MOOC) for Librarians' Professional Development in Africa

2021 ◽  
pp. 107-128
Author(s):  
Michael O. Fagbohun ◽  
Chrisopher Nkiko ◽  
Basiru Adetomiwa ◽  
Aderonke O. Asaolu ◽  
Nwanne M. Nwokeoma ◽  
...  
Keyword(s):  
Professional Development ◽  
Developing Countries ◽  
21St Century ◽  
Online Courses ◽  
Developing Economies ◽  
Continuing Professional Development ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Personal Learning ◽  
Academic Knowledge

Librarian development is the process of constantly strengthening professional attainment, broadening academic knowledge, and enhancing skills. This chapter explores how Massive Open Online Courses (MOOCs), can be used as continuing professional development of a librarian. This chapter narrates how MOOCs may offer a librarian an opportunity to upgrade their skills or further their education. It explains the benefits and challenges of the adoption of MOOCs for continuing professional development in developing countries and how this can be applied in developing economies. The major benefits of MOOCs to librarians are to help in professional and personal learning, but most librarians who wish to experience progressive career-development are yet to ascertain this fact. The chapter concludes that librarians have the opportunity to leverage this technology to improve their relevant professional skills in the 21st century. It is also established that the adoption and use of MOOCs among professional librarians in Africa is low as in advanced countries.

Exploring the Effectiveness of Self-Regulated Learning in Massive Open Online Courses on Non-Native English Speakers

2015 ◽  
Vol 13 (3) ◽  
pp. 61-73 ◽  
Author(s):  
Liang-Yi Chung
Keyword(s):  
Learning Strategies ◽  
English Learners ◽  
Self Efficacy ◽  
Online Courses ◽  
Native English Speakers ◽  
Massive Open Online Courses ◽  
English Speakers ◽  
Massive Open Online ◽  
Self Regulated Learning ◽  
Regulated Learning

Massive Open Online Courses (MOOCs) are expanding the scope of online distance learning in the creation of a cross-country global learning environment. For learners worldwide, MOOCs offer a wealth of online learning resources. However, such a diversified environment makes the learning process complicated and challenging. To achieve their objectives, learners need to adapt regulation strategies based on different situations in the process, which is called self-regulated learning. Previous research findings emphasize that self-efficacy is one of the key factors that influences self-regulated learning. Currently MOOCs are primarily offered in English, but many students are non-native English speakers. For these learners, English serves as a cross-language and cross-cultural communication medium, and English self-efficacy is a defining element affecting this language application. To further examine the impact of English self-efficacy on self-regulated learning, this study uses non-native English learners in MOOCs as test subjects. It is evident that there is a positive and significant correlation between non-English learners' self-efficacy and self-regulated learning in MOOCs; the higher the English self-efficacy, the better use of self-regulated learning strategies. This study aims to offer some insight into self-regulated learning strategies of non-native English speakers taking MOOCs, so relevant instructors can subsequently provide more suitable and effective learning methods.

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