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Understanding Accessibility in MOOCs: Findings and Recommendations for Future Designs.

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Title: Understanding Accessibility in MOOCs: Findings and Recommendations for Future Designs.
Authors: Iniesto, Francisco1 (AUTHOR) finiesto@lsi.uned.es, Rodrigo, Covadonga1 (AUTHOR)
Source: Journal of Interactive Media in Education. 2024, Vol. 2024 Issue 1, p1-14. 14p.
Subject Terms: *Massive open online courses, *Online education, *Classroom environment, Social integration, Participatory design
Abstract: Ensuring accessibility in Massive Open Online Courses (MOOCs) is essential to enable learners with accessiblity needs to fully engage in and derive benefits from online learning experiences. Prioritising accessibility in MOOCs not only adheres to principles of social inclusion but also amplifies the overall effectiveness of online education, creating a learning environment where all participants can thrive and actively contribute. However, there is currently a limited understanding of accessibility in MOOCs. To bridge this gap, this paper presents a systematic literature review of 20 papers, examining the current state of the art, and offers key recommendations for implementing accessibility. The findings highlight the importance of involving all stakeholders, including MOOC providers, course developers, and learners, in including accessibility in MOOCs by using co-creation and participatory design methodologies. This systematic literature review contributes to building an evidence base that can guide the development and integration of accessibility in online educational contexts by organising pertinent literature into cohesive themes that offer insights for future research. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Interactive Media in Education is the property of Open University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Understanding Accessibility in MOOCs: Findings and Recommendations for Future Designs.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Interactive+Media+in+Education%22">Journal of Interactive Media in Education</searchLink>. 2024, Vol. 2024 Issue 1, p1-14. 14p.
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  Data: *<searchLink fieldCode="DE" term="%22Massive+open+online+courses%22">Massive open online courses</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br /><searchLink fieldCode="DE" term="%22Social+integration%22">Social integration</searchLink><br /><searchLink fieldCode="DE" term="%22Participatory+design%22">Participatory design</searchLink>
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  Data: Ensuring accessibility in Massive Open Online Courses (MOOCs) is essential to enable learners with accessiblity needs to fully engage in and derive benefits from online learning experiences. Prioritising accessibility in MOOCs not only adheres to principles of social inclusion but also amplifies the overall effectiveness of online education, creating a learning environment where all participants can thrive and actively contribute. However, there is currently a limited understanding of accessibility in MOOCs. To bridge this gap, this paper presents a systematic literature review of 20 papers, examining the current state of the art, and offers key recommendations for implementing accessibility. The findings highlight the importance of involving all stakeholders, including MOOC providers, course developers, and learners, in including accessibility in MOOCs by using co-creation and participatory design methodologies. This systematic literature review contributes to building an evidence base that can guide the development and integration of accessibility in online educational contexts by organising pertinent literature into cohesive themes that offer insights for future research. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Interactive Media in Education is the property of Open University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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