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When it comes to MOOCs, where you are from makes a difference
ARTICLE

, The University of South Florida St. Petersburg, United States ; , The University of Texas at Austin, United States

Computers & Education Volume 136, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Millions of learners have enrolled in MOOCs in the last few years. However, little is known about the essential skills students need to succeed in MOOCs. Even less is known about how country of origin or other aspects such as gender might affect these skills. By integrating the resources and appropriation scholarship with second-level digital divide research, this study considers skills used to engage ICTs with self-efficacy and locus of control among MOOC learners from five regions. Results from surveying 2882 learners who enrolled in five English and Arabic MOOCs reveal significant differences among learners from various regions. Based on the region in which they live, some of the learners have significantly higher skills than learners in other regions. Furthermore, male learners from three of the five regions have higher levels of engagement with ICTs than female learners. These findings inspire important considerations for future educational programs.

Citation

Gameel, B.G. & Wilkins, K.G. (2019). When it comes to MOOCs, where you are from makes a difference. Computers & Education, 136(1), 49-60. Elsevier Ltd. Retrieved June 24, 2019 from .

This record was imported from Computers & Education on March 28, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2019.02.014

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