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

Abstract

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.

A Mixed-Methods Study with MOOC Learners to Understand Their Motivations and Accessibility Needs

“…MOOCs offer an opportunity for broadening participation. For instance, research shows that there are benefits for learners regardless of their background due to the low or no-cost model (Iniesto et al, 2022). Learners who disclose a lower socioeconomic background or a disability are more likely to report the benefits of participating in MOOCs for CPD and social interaction (Padilla et al, 2020).…”

“…This study is part of a broader programme of research that investigated the state of accessibility in MOOCs from multiple perspectives (Iniesto, 2020). The other studies included interviews with MOOC providers (Iniesto et al, 2022) and an accessibility audit that involved evaluating MOOCs on major platforms of MOOCs .…”

Accessibility Challenges in OER and MOOC: MLR Analysis Considering the Pandemic Years

“…LMS virtual environments claim to comply with accessibility standards at the interface level; however, the evolution towards graphical and interactive webs increases complexity and interaction [29]. It is necessary to consider that the authoring tools must facilitate accessibility as part of the design and development of educational resources, considering accessibility checklists to evaluate the resources [43].…”

“…The incorporation of intelligent systems could contribute to the evaluation of accessible resources and in the feedback of profiles and personalization from the user experience [37,56]. It is necessary to measure the impact and implement processes to identify accessibility barriers, with mechanisms that involve the participation of students in codesign and co-evaluation [43].…”

Introducing A Reflective Framework for the Assessment and Recognition of Microcredentials

“…While an initial focus of learning outcome assessment was on response execution, it later shifted to retention of presented information and then to constructivist approaches (Mayer, 2019). The current trend is to adapt assessment to the needs of individual learners by, for example, providing more time or different formats for those with accessibility needs (Iniesto et al, 2022).…”