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A LEARNER-CENTERED FRAMEWORK FOR INCLUSIVE AND ENGAGING MOOCS

  • Unique Paper ID: 181983
  • Volume: 11
  • Issue: 10
  • PageNo: 7397-7402
  • Abstract:
  • Massive Open Online Courses (MOOCs) have opened new doors to education, making learning accessible to anyone with an internet connection. However, despite this progress, many MOOCs still follow outdated classroom models that don’t reflect the diversity, autonomy, and global reach of today’s learners. This paper calls for a shift in how we design and evaluate MOOCs—moving from a one-size-fits-all structure to a more inclusive, flexible, and learner-centered approach. Rooted in theories such as Constructivism, Connectivism, and Universal Design for Learning (UDL), the proposed framework embraces cultural responsiveness, adaptive content, and multimodal assessment practices. Instead of relying solely on automated quizzes, it encourages peer collaboration, reflection, and personalized learning pathways. The model positions learners not just as consumers of content but as active participants in a dynamic digital ecosystem. By blending educational theory with the realities of digital pedagogy, the paper offers a fresh perspective on how MOOCs can evolve to better serve diverse global audiences. It provides valuable insights for educators, course designers, and policymakers aiming to create more meaningful, equitable online learning environments. While theoretical in nature, the framework sets the stage for future empirical research and practical implementation.
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Cite This Article

  • ISSN: 2349-6002
  • Volume: 11
  • Issue: 10
  • PageNo: 7397-7402

A LEARNER-CENTERED FRAMEWORK FOR INCLUSIVE AND ENGAGING MOOCS

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8.01 (Year 2024)
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Journal no 47859

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