article.page.titleprefix
Exploring the Influence of Countries’ Economic Conditions on Massive Open Online Course (MOOC) Participation: A Study of 3.5 Million MITx Learners

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dc.contributor.authorÇağıltay, Nergiz Ercil
dc.contributor.authorToker, Sacip
dc.contributor.authorÇağıltay, Kürşat
dc.date.accessioned2023-12-25T12:11:16Z
dc.date.available2023-12-25T12:11:16Z
dc.date.issued2023-05-31
dc.descriptionOpen Access, Published by The International Review of Research in Open and Distributed Learning, https://doi.org/10.19173/irrodl.v24i2.7123, Nergiz Ercil Cagiltay, Atilim University, https://orcid.org/0000-0003-0875-9276, Sacip Toker, Atilim University, https://orcid.org/0000-0003-1437-6642, Kursat Cagiltay, Sabanci University, Azerbaijan State University of Economics, https://orcid.org/0000-0003-1973-7056.
dc.description.abstractIt is well known that there are disparities in access to education around the world, with developed countries generally having better educational resources and opportunities compared to developing countries. Massive open online courses (MOOCs) have been proposed as a way to bridge this gap by providing free or low-cost online education to anyone with an Internet connection. This study aimed to better understand the effects of location, both country and region, on the use of MOOCs, using data from 3.5 million learners who registered for MOOCs offered by the Massachusetts Institute of Technology (MIT). The data set provided a broad picture of how MOOCs are being used around the globe. The results of the study indicated significant differences in the use of MOOCs among students from different countries and their corresponding economic levels. In order to address these differences and improve access to education through MOOCs, the study suggested several actions that could be taken. These include providing better infrastructure and support for MOOC learners in developing countries, increasing awareness of and access to MOOCs in these regions, and working to improve the quality and relevance of MOOC offerings. Overall, the study highlighted the potential of MOOCs to bridge the educational gap between developed and developing countries, but also emphasized the need for continued efforts to remove barriers and improve access to these resources.
dc.identifier.citationhttp://hdl.handle.net/20.500.14411/1928
dc.identifier.issn1492-3831
dc.identifier.urihttps://doi.org/10.19173/irrodl.v24i2.7123
dc.language.isoen
dc.publisherThe International Review of Research in Open and Distributed Learning
dc.relation.ispartofseries24; 2
dc.subjectMassive open online courses, geographic region, country's income level, distance education, online learning
dc.titleExploring the Influence of Countries’ Economic Conditions on Massive Open Online Course (MOOC) Participation: A Study of 3.5 Million MITx Learners
dc.typeArticle
dspace.entity.typeArticle

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