Design, Implementation and Evaluation of MOOCs to Improve Inclusion of Diverse Learners

Design, Implementation and Evaluation of MOOCs to Improve Inclusion of Diverse Learners

Sandra Sanchez-Gordon (National Polytechnic School of Ecuador, Ecuador) and Sergio Luján-Mora (University of Alicante, Spain)
DOI: 10.4018/978-1-4666-9743-0.ch008
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Abstract

This chapter presents accessibility requirements that need to be considered in the design, implementation and evaluation of Massive Open Online Courses (MOOCs) to ensure they are inclusive. Accessibility requirements take in account particular needs, preferences, skills and situations of diverse learners, e.g. people with disabilities, elderly people and foreign students. The accessibility needs have to be considered in the design and implementation of MOOCs' interfaces, contents and learning/assessment activities. Due to its open and massive nature, with an adequate implementation, MOOCs can overcome inclusion barriers for the benefit of potential learners worldwide, both able and disabled. For evaluation, there are accessibility evaluation tools that identify accessibility problems in the content, semantic and structural elements of a website that can be used to evaluate the level of accessibility of MOOCs. Additional expert-based and user-based evaluations are always recommended in order to achieve valid results.
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Introduction

Humankind is diverse. Hence, there is also great diversity among learners, especially in the context of Massive Open Online Courses (MOOCs). This diversity imposes accessibility needs associated to students with different types of disabilities, elderly students with combined disabilities, and foreign students with cognitive issues due to lack of proficiency in the second language.

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