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ID: 434 - Is a massive open online course accessible and effective for everyone? Native vs non-native English speakers
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Kim, S and Farrow, M and Bindoff, A and Borchard, J and Doherty, K, ID: 434 - Is a massive open online course accessible and effective for everyone? Native vs non-native English speakers, 34th Virtual International Conference of Alzheimer's Disease International - Hope in the age of dementia - New science. New knowledge. New solutions, 10-12 December, Online, pp. 387-387. (2020) [Conference Extract]
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Abstract
Introduction: The Internet is one of the most widely used sources of information and Massive Open
Online Courses (MOOCs) are a rapidly growing means of education as they can offer world-class
teaching and educational resources beyond geographical and social boundaries. However, the majority
of MOOCs are offered in English, even those offered by non-English speaking universities. This may
exclude many potential learners who do not speak the language. The current study therefore
investigates how accessible and effective a MOOC is for non-native English speakers compared to
native English speakers.
Methods: The data were drawn from those who enrolled for the Understanding Dementia MOOC
(UDMOOC) in 2017. A total of 6,389 enrolees (age range 18-82 years; 88.4% female) from 67 countries
who answered both the sign up survey and the Dementia Knowledge Assessment Scale (DKAS) were
included in analyses. Dementia knowledge was measured by the DKAS pre and post the UDMOOC.
Completion of the course was recorded by passing the quizzes for all modules. Logistic regression and
linear multiple regression were used to examine the association of demographic characteristics,
relationship with people with dementia, and dementia knowledge with the completion of the course and
with the DKAS score post UDMOOC.
Results: Native English speakers (n=5320) 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 have/had and care/cared for a family member or friend with
dementia than non-native English speakers. Native English speakers had a significantly higher DKAS
score both pre (M=33.01, SD=9.33) and post (M=44.18, SD=5.47) UDMOOC than non-native English
speakers (M=31.65, SD=9.07 and M=40.70, SD=7.71 for pre and post respectively). There was no
significant difference between these two groups in their likelihood of completing the UD MOOC, with a
completion rate of 65.5% and 65.4% for native and non-native English speakers respectively. However,
when adjusted for demographic variables, relationship with people with dementia, and dementia
knowledge, native English speakers were 1.2 times less likely to complete the UDMOOC. English as a
first language (β=0.19, p<0.001) was significantly associated with DKAS score post UDMOOC when
adjusted for variables listed above.
Conclusions: Characteristics of UDMOOC enrolees who are native and non-native English speakers
are significantly different. It suggests we are attracting non-native English speakers who are highly
educated and living in an English-speaking country. Our findings suggest that the UDMOOC is
accessible to everyone who understands English but is a more effective tool for native English
speakers. This may highlight the need for translation of the course to enhance learners’ understanding
and to reach additional communities and learners in need of dementia education
Item Details
Item Type: | Conference Extract |
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Keywords: | dementia |
Research Division: | Health Sciences |
Research Group: | Health services and systems |
Research Field: | Aged health care |
Objective Division: | Health |
Objective Group: | Specific population health (excl. Indigenous health) |
Objective Field: | Health related to ageing |
UTAS Author: | Kim, S (Dr Sarang Kim) |
UTAS Author: | Farrow, M (Dr Maree Farrow) |
UTAS Author: | Bindoff, A (Mr Aidan Bindoff) |
UTAS Author: | Borchard, J (Mr Jay Borchard) |
UTAS Author: | Doherty, K (Dr Kathleen Doherty) |
ID Code: | 143360 |
Year Published: | 2020 |
Deposited By: | Wicking Dementia Research and Education Centre |
Deposited On: | 2021-03-12 |
Last Modified: | 2021-04-29 |
Downloads: | 0 |
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