Barriers, strategies and accessibility: Enhancing engagement and retention of learners with disabilities in MOOCs–A Systematic Literature Review (SLR)

Chee, Ken Nee

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Type :	Article
Subject :	T Technology (General)
ISBN :	1044-7318
Main Author :	Chee, Ken Nee
Title :	Barriers, strategies and accessibility: Enhancing engagement and retention of learners with disabilities in MOOCs–A Systematic Literature Review (SLR)
Hits :	22

Place of Production :	Tanjung Malim
Publisher :	Fakulti Komputeran & Meta-Teknologi
Year of Publication :	2024
Notes :	International Journal of Human-Computer Interaction
Corporate Name :	Universiti Pendidikan Sultan Idris
HTTP Link :	Click to view web link
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Abstract : Universiti Pendidikan Sultan Idris

This systematic literature review examines the barriers, strategies, and accessibility issues affecting the engagement and retention of learners with disabilities in Massive Open Online Courses (MOOCs). Employing the PRISMA procedures, this study systematically identifies and analyzes relevant literature from five prestigious databases: (a) Scopus, (b) ScienceDirect, (c) Emerald, (d) SpringerLink, and (e) EBSCOhost in order to identify (1) the common barriers experienced by learners with disabilities in MOOCs, (2) the strategies that can be employed to improve the engagement and participation of special needs students in MOOCs and (3) influence of accessibility on engagement and retention rates of learners with disabilities in MOOCs. After conducting the screening and eligibility analysis according to the pre-defined criteria, 19 studies of out 624 sources were finally selected between 2014–2024. The review underscores the necessity for comprehensive policy frameworks and institutional commitment to inclusivity. It emphasizes the adoption of universal design principles are essential in bridging the accessibility gap. These measures are pivotal in fostering an inclusive learning environment in MOOCs, significantly enhancing engagement and retention rates among learners with disabilities. The insights from this review provide a solid foundation for educators, policymakers, and platform developers to create more inclusive and supportive online learning experiences for students with disabilities. © 2024 Taylor & Francis Group, LLC.

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