Challenges for Using Massive Open Online Courses (MOOCS) in Latin America

Challenges for Using Massive Open Online Courses (MOOCS) in Latin America

Valéria Feitosa de Moura (University of São Paulo, Brazil), Juliana Nelia Nascimento Correa (University of São Paulo, Brazil), José Dutra de Oliveira Neto (University of São Paulo, Brazil), Cesar Alexandre de Souza (University of São Paulo, Brazil) and Adriana Backx Noronha Viana (University of São Paulo, Brazil)
DOI: 10.4018/978-1-5225-2826-5.ch005
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Open educational resources (OERs), including massive open online courses (MOOCs), have emerged as an alternative to increase the access and quality of education, reducing educational costs and inequality, particularly in developing countries. Despite their potential to improve and provide free access to quality educational resources, developing countries are making little use of these resources due to language barriers, contextualization, the technological infrastructure, and the requirement that users have basic skills. Therefore, the objective of this study is to verify the impact of language, the technological infrastructure, and users' skills in the use of MOOCs in Latin American countries through a descriptive analysis of the data obtained through a survey conducted in Brazil, Chile, and Colombia for the research project developed by the Center for the Development of Technology and Educational Environments (NPT). From the data analysis, it is possible to verify that the level of digital literacy and language are relevant factors to be considered to increase the use of MOOCs in the countries that compose the sample.
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Open Online Education: Contextualizing Oers And Moocs

From the convergence and evolution of OERs, free software, open access, MOOCs, open science, and a set of social and economic changes, open education can be considered one of the most important educational movements of the 21st century and can now be considered an open online education, mediated by digital artifacts, networks of relationships, and cultures on the Internet (Aires, 2016).

Generically covering any type of educational material in the public domain or associated with an open license, the expression “open educational resources” was proposed by UNESCO (Aires, 2016), and it is possible to identify in the literature three key positions that characterize them: 1) intellectual property licenses are open; (2) the permission to adapt and replicate content is free; and (3) rights are provided to everyone without any privilege (Cobo, 2013). In this manner, anyone can freely and legally copy, use, adapt, and share these resources (Aires, 2016).

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