Conference paper Open Access

Understanding ESL Students' Motivations to Increase MOOC Accessibility

Uchidiuno, Judith; Ogan, Amy; Yarzebinski, Evelyn; Hammer, Jessica

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  <identifier identifierType="URL"></identifier>
      <creatorName>Uchidiuno, Judith</creatorName>
      <creatorName>Ogan, Amy</creatorName>
      <creatorName>Yarzebinski, Evelyn</creatorName>
      <creatorName>Hammer, Jessica</creatorName>
    <title>Understanding ESL Students' Motivations to Increase MOOC Accessibility</title>
    <date dateType="Issued">2016-01-01</date>
  <resourceType resourceTypeGeneral="Text">Conference paper</resourceType>
    <alternateIdentifier alternateIdentifierType="url"></alternateIdentifier>
    <relatedIdentifier relatedIdentifierType="DOI" relationType="IsIdenticalTo">10.1145/2876034.2893398</relatedIdentifier>
    <rights rightsURI="info:eu-repo/semantics/openAccess">Open Access</rights>
    <description descriptionType="Abstract">Massive Open Online Courses (MOOCs) have the
potential to bridge education and literacy gaps by
offering high quality, free courses to anyone with an
Internet connection. MOOCs in their present state,
however, may be relatively inaccessible to non-native
English speakers, as a majority of MOOC content is in
the English language. While a potential solution is to
translate all MOOC content into all languages, it is not
known whether this solution will satisfy the learning
goals of all English as a Second Language (ESL)
speakers. Through a series of interviews, we
investigate ESL speakers' motivations for taking MOOCs
and other online courses. Our findings show that ESL
speakers have a variety of motivations for taking online
courses that are not captured in current surveys, which
implies that current one-size-fits-all approaches to
increasing MOOC accessibility for learners with a first
language other than English may not be effective.
Rather, offering learners individualized tools based on
their motivation and needs may be more effective.</description>
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