MOOCS &amp; PARTICIPATION INEQUALITIES IN DISTANCE EDUCATION: A SYSTEMATIC LITERATURE REVIEW 2009-2019

Zafras, Ioannis; Kostas, Apostolos; Sofos, Alivizos

doi:10.46827/ejoe.v5i1.3260

Cited by 4 publications

(2 citation statements)

References 23 publications

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“…blind students and students who use captions, they outperform their peers with no accessibility preferences (RQ2). In the MOOC realm there are no published studies relating to the performance of learners with disabilities taking up MOOCs [ 26 , 36 ]. However, research indicates that some groups of students with disabilities perform worse than all students in online, formal education, see [ 25 , 27 , 39 ].…”

Section: Discussionmentioning

confidence: 99%

“…Concerning the uptake and attainment of students with disabilities in MOOCs [ 26 , 36 ], argue that there are no published studies relating to the number of disabled learners taking up MOOCs, or their demographics, motivations, completion rates and satisfaction from MOOCs. In [ 37 ], authors conclude that in MOOC learners’ diverse intentions and motivations for enrollment influence their experiences within the course.…”

Section: Introductionmentioning

confidence: 99%

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Performance of students with different accessibility needs and preferences in “Design for All” MOOCs

Rodriguez-Ascaso,

Molanes-López,

Pérez-Martín

et al. 2024

PLoS ONE

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Recent research has shown that Massive Open Online Courses (MOOCs) create barriers for students with disabilities. Not taking into account their needs in the design, production or delivery of MOOCs may be one of the main causes behind this. It leads to poor compliance with suitable learning designs and web accessibility standards, as well as a lack of knowledge about the students’ needs. The objective of our research is to analyze the learning performance of the students in MOOCs on topics related to Design for All, offered in an Open edX-based platform. Accessibility support was conceived from the outset, including compliance of both the platform and the learning resources with the WCAG 2.1 accessibility standard, and with a subset of the principles of Universal Design for Learning. Additionally, students were consulted on their accessibility needs and preferences, following publicly available modeling schemes and previous research. From a sample of 765 students, who completed at least one of the graded assessment activities of the course, a multilevel multiple logistic regression model was fitted. Based on that model, the results indicate that: a) users of screen readers and users of captions show a statistically significant positive association with a good performance when compared to students with no preferences, with an odds ratio of, respectively, OR = 13.482 and OR = 13.701; b) students who have low vision or very low vision show a significant negative association with a good performance when compared to users of screen readers and to users of captions, with OR = 26.817 and OR = 27.254, respectively.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Performance of students with different accessibility needs and preferences in “Design for All” MOOCs

Rodriguez-Ascaso,

Molanes-López,

Pérez-Martín

et al. 2024

PLoS ONE

View full text Add to dashboard Cite

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Learning Analytics in Education for the Twenty-First Century

Witte

Chénier

2022

Handbook of Computational Social Science for Policy

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The online traces that students leave on electronic learning platforms; the improved integration of educational, administrative and online data sources; and the increasing accessibility of hands-on software allow the domain of learning analytics to flourish. Learning analytics, as in interdisciplinary domain borrowing from statistics, computer sciences and education, exploits the increased accessibility of technology to foster an optimal learning environment that is both transparent and cost-effective. This chapter illustrates the potential of learning analytics to stimulate learning outcomes and to contribute to educational quality management. Moreover, it discusses the increasing emergence of large and accessible data sets in education and compares the cost-effectiveness of learning analytics to that of costly and unreliable retrospective studies and surveys. The chapter showcases the potential of methods that permit savvy users to make insightful predictions about student types, performance and the potential of reforms. The chapter concludes with recommendations, challenges to the implementation and growth of learning analytics.

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Temporal flexibility, gender, and online learning completion

et al. 2021

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Flexible learning removes barriers relating to time, place, and pace. While time management skills have been identified as necessary for learners to take advantage of flexible learning, relatively little is known about the temporal dimensions of flexible learning and how gender might relate to temporal flexibility and its perceived benefits. To address this gap, we analyzed data from 380,000 students participating in two massive open online courses to create a model that predicts course completion likelihood from learner time management behaviors and gender. Results supported most a priori assumptions. Successful course completers logged in frequently, devoted longer amounts of time to each session, moved quickly through course materials, and completed coursework early. However, consistent study was associated with lower course completion likelihood, and women benefited more from reduced consistency. These findings suggest that temporal flexibility may especially benefit women.

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MOOCS & PARTICIPATION INEQUALITIES IN DISTANCE EDUCATION: A SYSTEMATIC LITERATURE REVIEW 2009-2019

Cited by 4 publications

References 23 publications

Performance of students with different accessibility needs and preferences in “Design for All” MOOCs

Performance of students with different accessibility needs and preferences in “Design for All” MOOCs

Learning Analytics in Education for the Twenty-First Century

Temporal flexibility, gender, and online learning completion

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