Is the Understanding Dementia Massive Open Online Course Accessible and Effective for Everyone? Native Versus Non-Native English Speakers

Most massive open online courses (MOOCs) are offered in English, including those offered by non-English speaking universities. The study investigated an identified English language dementia MOOC’s accessibility and effectiveness in improving the dementia knowledge of non-native English speaker parti...

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Autores principales:	Sarang Kim, Aidan Bindoff, Maree Farrow, Fran McInerney, Jay Borchard, Kathleen Doherty
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2021
Materias:	massive open online course dementia effectiveness accessible non-English speakers MOOC Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/620cc98ee92c435fb0fdfcd8884b1147
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spelling	oai:doaj.org-article:620cc98ee92c435fb0fdfcd8884b11472021-12-02T16:59:49ZIs the Understanding Dementia Massive Open Online Course Accessible and Effective for Everyone? Native Versus Non-Native English Speakers10.19173/irrodl.v22i3.53801492-3831https://doaj.org/article/620cc98ee92c435fb0fdfcd8884b11472021-04-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/5380https://doaj.org/toc/1492-3831Most massive open online courses (MOOCs) are offered in English, including those offered by non-English speaking universities. The study investigated an identified English language dementia MOOC’s accessibility and effectiveness in improving the dementia knowledge of non-native English speaker participants. A total of 6,389 enrolees (age range 18–82 years; 88.4% female) from 67 countries was included in analyses. Dementia knowledge was measured by the Dementia Knowledge Assessment Scale (DKAS) before and after the MOOC completion. Rates of completion were also compared. Native English speakers (n = 5,320) were older, more likely to be female, less likely to be employed, and had lower educational attainment than non-native English speakers (n = 1025). Native English speakers were also more likely to care for or have cared for a family member or friend living with dementia than were non-native English speakers. Native English speakers had a significantly higher DKAS score both pre- (M = 33.0, SD = 9.3) and post-MOOC (M = 44.2, SD = 5.5) than did non-native English speakers (M = 31.7, SD = 9.1; and M = 40.7, SD = 7.7 for pre- and post-MOOC, respectively). Non-native English speakers with low pre-MOOC dementia knowledge scores gained significantly less dementia knowledge following course completion than did native English speakers (p <.001, adjusted for age and education). There was no significant difference between the two groups in their likelihood of completing the MOOC. Our findings suggest that non-native English speakers are motivated and able to complete the MOOC at similar rates to native English speakers, but the MOOC is a more effective educational intervention for native English speakers with low dementia knowledge. Sarang KimAidan BindoffMaree FarrowFran McInerneyJay BorchardKathleen DohertyAthabasca University Pressarticlemassive open online coursedementiaeffectivenessaccessiblenon-English speakersMOOCSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 22, Iss 3 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	massive open online course dementia effectiveness accessible non-English speakers MOOC Special aspects of education LC8-6691
spellingShingle	massive open online course dementia effectiveness accessible non-English speakers MOOC Special aspects of education LC8-6691 Sarang Kim Aidan Bindoff Maree Farrow Fran McInerney Jay Borchard Kathleen Doherty Is the Understanding Dementia Massive Open Online Course Accessible and Effective for Everyone? Native Versus Non-Native English Speakers
description	Most massive open online courses (MOOCs) are offered in English, including those offered by non-English speaking universities. The study investigated an identified English language dementia MOOC’s accessibility and effectiveness in improving the dementia knowledge of non-native English speaker participants. A total of 6,389 enrolees (age range 18–82 years; 88.4% female) from 67 countries was included in analyses. Dementia knowledge was measured by the Dementia Knowledge Assessment Scale (DKAS) before and after the MOOC completion. Rates of completion were also compared. Native English speakers (n = 5,320) were older, more likely to be female, less likely to be employed, and had lower educational attainment than non-native English speakers (n = 1025). Native English speakers were also more likely to care for or have cared for a family member or friend living with dementia than were non-native English speakers. Native English speakers had a significantly higher DKAS score both pre- (M = 33.0, SD = 9.3) and post-MOOC (M = 44.2, SD = 5.5) than did non-native English speakers (M = 31.7, SD = 9.1; and M = 40.7, SD = 7.7 for pre- and post-MOOC, respectively). Non-native English speakers with low pre-MOOC dementia knowledge scores gained significantly less dementia knowledge following course completion than did native English speakers (p <.001, adjusted for age and education). There was no significant difference between the two groups in their likelihood of completing the MOOC. Our findings suggest that non-native English speakers are motivated and able to complete the MOOC at similar rates to native English speakers, but the MOOC is a more effective educational intervention for native English speakers with low dementia knowledge.
format	article
author	Sarang Kim Aidan Bindoff Maree Farrow Fran McInerney Jay Borchard Kathleen Doherty
author_facet	Sarang Kim Aidan Bindoff Maree Farrow Fran McInerney Jay Borchard Kathleen Doherty
author_sort	Sarang Kim
title	Is the Understanding Dementia Massive Open Online Course Accessible and Effective for Everyone? Native Versus Non-Native English Speakers
title_short	Is the Understanding Dementia Massive Open Online Course Accessible and Effective for Everyone? Native Versus Non-Native English Speakers
title_full	Is the Understanding Dementia Massive Open Online Course Accessible and Effective for Everyone? Native Versus Non-Native English Speakers
title_fullStr	Is the Understanding Dementia Massive Open Online Course Accessible and Effective for Everyone? Native Versus Non-Native English Speakers
title_full_unstemmed	Is the Understanding Dementia Massive Open Online Course Accessible and Effective for Everyone? Native Versus Non-Native English Speakers
title_sort	is the understanding dementia massive open online course accessible and effective for everyone? native versus non-native english speakers
publisher	Athabasca University Press
publishDate	2021
url	https://doaj.org/article/620cc98ee92c435fb0fdfcd8884b1147
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Is the Understanding Dementia Massive Open Online Course Accessible and Effective for Everyone? Native Versus Non-Native English Speakers

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