Abstract
ABSTRACTThough initially proposed as a means of overcoming common barriers to higher education, MOOCs often exacerbate the very issues of accessibility and exclusivity that they were designed to avoid. Students from developing countries in particular face considerable obstacles that hinder or outright prevent their enrollment in and completion of MOOCs. This study finds that, for these students, participation in MOOCs is often complicated by language barriers, limited technological resources, and prevailing Americentric or Eurocentric designs and mindsets, among other issues. These findings were determined and reinforced by a study of Turkish college students from a large state-sponsored metropolitan university, who indicated different levels of knowledge regarding MOOCs as well as various issues, concerns, and complaints. These issues of accessibility and exclusivity must be addressed before MOOCs will truly be able to democratize access to high-quality university-level education, and the best solutions are those that acknowledge the multicultural nature of their user communities.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
