Research challenges in accessible MOOCs: a systematic literature review 2008–2016
Sandra Sanchez-Gordon, Sergio Luján-Mora
Universal Access in the Information Society (UAIS), 17(4), p. 775-789, 2018. ISSN: 1615-5289 (Print) 1615-5297 (Online). https://doi.org/10.1007/s10209-017-0531-2
(UAIS'18b) Revista / Journal
Massive open online courses (MOOCs) have a prominent role in achieving universal e-education, i.e., education offered via the Internet to diverse learners around the world independently of their motivations, backgrounds, capacities, and limitations. Regrettably, current MOOCs platforms and contents are not accessible enough for all learners. This study presents the results of a systematic literature review on the combined field of accessible MOOCs that covers from the years 2008 to 2016. We followed a four-staged method than included a within-study and between-study literature analysis, and a descriptive synthesis. A total of 40 relevant studies was identified and mapped to eight research dimensions that form a lifecycle: problem characterization; needs identification; use of industry guidelines, specifications and standards; accessibility requirements specification; architectures; design strategies; verification of accessibility requirements compliance; and validation of user needs satisfaction. The results presented in this study give a head start to researchers interested in pursuing the combined field of accessible MOOCs, providers of MOOCs platforms and contents, as well as decision-makers of educational institutions that offer e-education can also benefit.