The Case of Turkish University Students and MOOCs

Autor/in	Kurt, Serhat
Titel	The Case of Turkish University Students and MOOCs
Quelle	In: American Journal of Distance Education, 33 (2019) 2, S.120-131 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2019.1582284
Schlagwörter	Large Group Instruction; Online Courses; Educational Technology; Technology Uses in Education; Teaching Methods; Student Attitudes; College Students; Developing Nations; Foreign Countries; Access to Computers; Barriers; Knowledge Level; Information Sources; English (Second Language); Language Proficiency; Cultural Influences; Foreign Policy; Turkey + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Collegestudent; Developing country; Developing countries; Entwicklungsland; Ausland; Wissensbasis; Information source; Informationsquelle; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Cultural influence; Kultureinfluss; Außenpolitik; Türkei
Abstract	Though 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01