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

Autor/inn/en	Kim, Sarang; Bindoff, Aidan; Farrow, Maree; McInerney, Fran; Borchard, Jay; Doherty, Kathleen
Titel	Is the "Understanding Dementia Massive Open Online Course" Accessible and Effective for Everyone? Native versus Non-Native English Speakers
Quelle	In: International Review of Research in Open and Distributed Learning, 22 (2021) 3, S.19-33 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Online Courses; Open Education; Dementia; Health Education; Public Health; Adults; Native Speakers; English (Second Language); Access to Education; Instructional Effectiveness; Student Characteristics; Learning Motivation; Persistence; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Offene Erziehung; Offener Unterricht; Demenz; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Gesundheitswesen; Muttersprachler; English as second language; English; Second Language; Englisch als Zweitsprache; Education; Access; Bildung; Zugang; Bildungszugang; Unterrichtserfolg; Motivation for studies; Lernmotivation; Ausdauer; Ausland; Australien
Abstract	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. (As Provided).
Anmerkungen	Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01