Education for All: Promoting Inclusive Pedagogy through Moocs to Advance Research Skills
Keywords:
inclusive pedagogy, MOOCs, participation, supportive environment, the practitioner researcherAbstract
In the 21st century digital age, the major undertaking of the Algerian university is to engage its students, with cultural, linguistic and developmental diversity in enhancing their participation and achievement. This underlined objective can be met through Massive Open Online Courses. MOOCs have the ability to include all learners with different levels. Therefore, the present study aims at supporting Master 1 students by allowing in-class less interactive students to assume an active role in their learning. Also, it looks at consolidating their research and writing skills. To conduct this research, thirty Master 1 students are selected. In this context, the practitioner researcher participated as a mentor and an assessor of the degree of the students’ engagement in interaction and level of progress. A questionnaire was administered to the students to obtain their perspectives about the adequacy of MOOCs and whether they maintained a high level of engagement. The results reveal that the majority of the students could complete the course and extend their repertoire of research and writing skills. Furthermore, the students exhibited positive attitudes towards MOOCs because they have challenged traditional non-inclusive methods of teaching and helped them discover their potential in a virtual world. Finally, MOOCs aided the students by connecting them to a wider community of students and scholars.
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