A qualitative study to understand the perspectives of MOOC providers on accessibility

Massive open online courses (MOOCs) are widely available and have become a common option for learners. However, their full potential cannot be realised if they not accessible to all learners, including those with disabilities. It is, therefore, important understand the different stakeholders requirements perspectives in designing MOOCs. This research investigated of MOOC providers on learners who accessibility needs processes used manage MOOCs individual organisations. In this paper, we report results study using thematic analysis, which involved 26 semi-structured interviews focused accessibility. The show that, while aware participating MOOCs, prioritise legislation over learners’ preferences. consider technology platform itself creates barriers limitations finding help, reporting obtaining feedback, when MOOCs.
 Implications policy practice:
 
 Course should acknowledge design is being guided by legal requirements. That involves uncertainty responsible deliver Platform need lack information about makes it difficult educational resources that target groups provide personalisation.
 Learners can find helpful continuing professional development lifelong learning. attractive due low-cost self-regulated learning.