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Elderly Learners and Massive Open Online Courses: A Review.

Tharindu Rekha Liyanagunawardena¹, Shirley Ann Williams

¹University College of Estate Management, Reading, United Kingdom. tharindu@cem.ac.uk.

Interactive Journal of Medical Research

|January 9, 2016

Summary

Elderly learners are actively participating in massive open online courses (MOOCs), yet research on their engagement and relevant course offerings remains scarce. This highlights a significant gap in understanding older adults in e-learning environments.

Keywords:

computer-assisted instruction continuing education eLearning education elderly loneliness massive open online courses older adults

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Area of Science:

Gerontology
E-learning
Educational Technology

Background:

Massive Open Online Courses (MOOCs) are widely used in e-learning.
Thousands of elderly learners engage with MOOCs across various platforms and languages.
There is a notable lack of research specifically addressing elderly learners in MOOCs.

Purpose of the Study:

To demonstrate significant elderly learner participation in MOOCs.
To highlight the existing research deficit concerning older adults in MOOCs.
To encourage future research in this under-explored area.

Main Methods:

Analysis of pre-course survey data from 10 University of Reading MOOCs on FutureLearn.
Examination of MOOC aggregator sites (Class Central, MOOC List) for aging-related courses.
Systematic literature search for research on elderly learners in MOOCs.

Main Results:

Elderly learners constitute a considerable proportion of participants in reviewed MOOCs.
Participation rates for the over-56 age group ranged from 3.0% to 39.5%.
Only six MOOCs focused on aging-related topics, and only three scholarly articles were found.

Conclusions:

Evidence indicates substantial elderly learner involvement in MOOCs.
There is a significant gap in research on elderly learners' MOOC engagement and tailored content.
MOOCs hold potential for reducing loneliness among older adults as learners or contributors.