Akademik Veri Yönetim Sistemi
Journal of Educational Technology & Online Learning , cilt.8, sa.2, ss.281-298, 2025 (Hakemli Dergi)
Massive Open Online Courses (MOOCs) have become increasingly popular as a means of delivering education on a global scale. However, comparative analyses across different contexts remain limited. To enhance the effectiveness and inclusivity of MOOCs, it is essential to gain a deeper understanding of course characteristics and learner behaviors in varied educational and cultural settings. This descriptive study compares two distinct MOOC platforms: MITx, a large academic initiative from the United States, and Bilgeİş, a smaller professional development platform from Turkey. The aim is to explore how MOOCs contribute to educational equity, access, and opportunity. The analysis draws on descriptive statistics from 122 MITx courses (with 2.8 million learners) and 100 Bilgeİş courses (with 100,000 learners), focusing on course topics, difficulty levels, and learner demographics such as age, gender, and education level. Findings reveal persistent inequalities in learner participation, particularly by gender and educational background. As MOOCs mature, they appear to attract a broader range of learners, including individuals with lower levels of formal education and older age groups. This trend highlights the potential of MOOCs to serve as inclusive learning environments that support lifelong learning and workforce development. The study underscores the need for standardized metadata frameworks to enable more consistent crossplatform comparisons and recommends regular evaluations to help providers tailor course design and content distribution in ways that promote equitable educational access.