Frugal MOOCs: An adaptable contextualized approach to MOOC designs for refugees

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dc.contributor.authorShah, Mariam Aman
dc.contributor.authorCalonge, David Santandreu
dc.date.accessioned2020-03-03T06:42:22Z
dc.date.available2020-03-03T06:42:22Z
dc.date.copyright2019
dc.date.issued2019-12
dc.descriptionThis article is licensed under Creative Commons License and full text is openly accessible in CUD Digital Repository. The version of the scholarly record of this article is published in International Review of Research in Open and Distance Learning (2019), accessible online through this link http://www.irrodl.org/index.php/irrodl/article/view/3350/5246en_US
dc.description.abstractThere is a growing body of literature that recognizes the role Massive Open Online Courses (MOOCs) can play in improving access to education globally, and particularly to thousands of people in developing and developed countries. There is increasing concern, however, that the millions of displaced refugee learners throughout Europe, the Middle East, and other regions are still disadvantaged when it comes to engaging in learning through MOOCs. The reasons for this disadvantage range from a lack of appropriate infrastructure or other supporting structures, to a lack of contextualized content. So far, little attention has been paid to contextualized MOOC models, which may both impact policies and be adapted to the specific needs of these learners who often do not have the means to access many education opportunities. Therefore, the purpose of this paper is to propose a frugally-engineered MOOC model that addresses the barriers of access and participation for refugees. This paper engages in an exploratory research methodology, using findings from the literature and expert opinions gathered through interviews. These findings lead to the development of what the authors call a Frugal MOOC Model which can be contextualized to meet the needs of refugee learners. The paper goes on to highlight the development of the Frugal MOOC Model as the first phase of an ongoing study. It concludes with recommendations for the next phase of the study: how to implement the newly developed model. © Athabasca University.en_US
dc.description.sponsorshipLancaster Universityen_US
dc.identifier.citationShah, M.A. & Calonge, D.S. (2019). Frugal MOOCs: An adaptable contextualized approach to MOOC designs for refugees. International Review of Research in Open and Distance Learning, 20(5), 1-19. http://www.irrodl.org/index.php/irrodl/article/view/3350/5246en_US
dc.identifier.issn14923831
dc.identifier.urihttp://www.irrodl.org/index.php/irrodl/article/view/3350/5246
dc.identifier.urihttp://hdl.handle.net/20.500.12519/190
dc.language.isoenen_US
dc.publisherAthabasca Universityen_US
dc.relationAuthors Affiliations: Shah, M.A., Lancaster University, United Kingdom; Calonge, D.S., Canadian University Dubai, United Arab Emirates
dc.relation.ispartofseriesInternational Review of Research in Open and Distance Learning; Volume 20, Issue 5
dc.rightsCreative Commons Attribution License 4.0 CC-BY.
dc.rights
dc.rights.holderCopyright : 2019 Athabasca University
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectContextualized educationen_US
dc.subjectCross-cultural designsen_US
dc.subjectFrugal innovationsen_US
dc.subjectFrugal MOOCsen_US
dc.subjectHuman rightsen_US
dc.subjectImplementationen_US
dc.subjectMOOCsen_US
dc.subjectOpen educational resourcesen_US
dc.subjectSustainabilityen_US
dc.titleFrugal MOOCs: An adaptable contextualized approach to MOOC designs for refugeesen_US
dc.typeArticleen_US

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