Are MOOC learning designs culturally inclusive (enough)?
Background: Extensive research on massive open online courses (MOOCs) has focused on analysing learners' behavioural trace data to understand navigation and activity patterns, which are known to vary systematically across geo‐cultural contexts. However, the perception of learners regarding the role...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 6; pp. 2496 - 2513 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | Background: Extensive research on massive open online courses (MOOCs) has focused on analysing learners' behavioural trace data to understand navigation and activity patterns, which are known to vary systematically across geo‐cultural contexts. However, the perception of learners regarding the role of different learning design elements in sustaining their engagement in the course is still unclear. Objectives: This study aimed to examine learners' perception of learning design elements in MOOCs and explore the ways in which these perceptions differ between geo‐cultural contexts. Methods: We conducted interviews with 22 learners from seven geo‐cultural regions to gather insights into their learning design preferences. Results: Our findings indicate that learners from regions such as South Asia exhibit a strong inclination towards video‐based content and a lesser preference for reading textual resources. In contrast, learners from regions such as Anglo‐Saxon demonstrate a high preference for reading texts such as articles and video transcripts. Conclusion: The observed variations in self‐reported interests in various learning design elements raise intriguing questions about the nature and extent of participation of various geo‐cultural groups. This study underscores the need to develop inclusive MOOC designs and implement learning analytics approaches that adapt to the cultural preferences of learners. Lay Description: What is already known about this topic: Most learners disengage from the MOOCs at an early stage.Research into online learning environments has suggested a link between course learning design and learners' engagement with various learning activities in the course.People's cultural background is known to shape their experience with technology.Several MOOC studies have consistently indicated low persistence rates for learners from countries with a high Power Distance Index and high Collectivism score, particularly from the global South. What this paper adds: This study explores learners' perceptions of various learning design elements in relation to their engagement in the MOOCs.The study also examined commonalities and differences between geo‐cultural contexts in terms of activity engagement preferences. Implications for practice and/or policy: The study provides novel insights into the development of inclusive MOOC designs and learning analytics approaches that adapt to the cultural needs of respective learners. |
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