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Findings from a Case Study on Refugees Using MOOCs to (Re)enter Higher Education
ARTICLE

Open Praxis Volume 10, Number 4, ISSN 1369-9997 e-ISSN 1369-9997 Publisher: International Council for Open and Distance Education

Abstract

This paper presents a case study evaluating the online learning experience of ten refugees on MOOCs. Qualitative data were collected from the learners, generating a set of 43 statements depicting the learners’ experience of learning, which were analysed using an augmented Community of Inquiry (CoI) theoretical framework. The key findings show that learners particularly desired teaching presence in terms of facilitation and feedback on their progress; they viewed online social presence as being important but generally not well managed in MOOCs; and they expressed cognitive presence mainly in terms of the selection and use of information sources. Learning presence (the additional element of the “augmented” CoI framework) was described primarily in terms of the importance of goal-setting and planning. The implications for organisations supporting refugees and other learners in disadvantaged circumstances on MOOCs are discussed.

Citation

Witthaus, G. (2018). Findings from a Case Study on Refugees Using MOOCs to (Re)enter Higher Education. Open Praxis, 10(4), 343-357. International Council for Open and Distance Education. Retrieved August 2, 2021 from .

This record was imported from OpenPraxis on February 4, 2019. [Original Record]