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Challenges for Using Massive Open Online Courses (MOOCS) in Latin America

Challenges for Using Massive Open Online Courses (MOOCS) in Latin America
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Author(s): Valéria Feitosa de Moura (University of São Paulo, Brazil), Juliana Nelia Nascimento Correa (University of São Paulo, Brazil), José Dutra de Oliveira Neto (University of São Paulo, Brazil), Cesar Alexandre de Souza (University of São Paulo, Brazil) and Adriana Backx Noronha Viana (University of São Paulo, Brazil)
Copyright: 2018
Pages: 18
Source title: User Innovation and the Entrepreneurship Phenomenon in the Digital Economy
Source Author(s)/Editor(s): Pedro Isaias (Information Systems and Technology Management School, The University of New South Wales, Australia) and Luísa Cagica Carvalho (Universidade Aberta, Portugal & Universidade de Evora, Portugal)
DOI: 10.4018/978-1-5225-2826-5.ch005


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Open educational resources (OERs), including massive open online courses (MOOCs), have emerged as an alternative to increase the access and quality of education, reducing educational costs and inequality, particularly in developing countries. Despite their potential to improve and provide free access to quality educational resources, developing countries are making little use of these resources due to language barriers, contextualization, the technological infrastructure, and the requirement that users have basic skills. Therefore, the objective of this study is to verify the impact of language, the technological infrastructure, and users' skills in the use of MOOCs in Latin American countries through a descriptive analysis of the data obtained through a survey conducted in Brazil, Chile, and Colombia for the research project developed by the Center for the Development of Technology and Educational Environments (NPT). From the data analysis, it is possible to verify that the level of digital literacy and language are relevant factors to be considered to increase the use of MOOCs in the countries that compose the sample.

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