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

Bibliographic Data

ID19514320
AuthorsFrancisco Iniesto (0000-0003-3946-3056, The Open University), Patrick McAndrew (0000-0002-9016-154X, The Open University), Shaíley Minocha (0000-0002-9246-5045, The Open University), Tim Coughlan (0000-0002-0891-5438, The Open University)
Year2021
Pages87-101
Publication date2021-09-20
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAustralasian Journal of Educational Technology (JOURNAL)
Journal identifiersISSN: 1449-3098 • E-ISSN: 1449-5554
PublisherAustralasian Society for Computers in Learning in Tertiary Education (PUBLISHER • NZ)
DOI10.14742/ajet.6610
OpenAlexW3200717332
LanguageEN
Citations received3
References cited11

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

Knowledge management · Legislation · Lifelong learning · Multimedia · Online learning · Pedagogy · Personalization · Political science · Qualitative research · Sociology · Thematic analysis · World Wide Web · Advanced Data Processing Techniques · Computer Science · Online Learning and Analytics · Psychology · Software System Performance and Reliability

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