Enhancing Emotional and Social Engagement of Women with Disabilities in the Labor Market through Collaborative Learning in MOOCs

Abstract

In recent years, the rise of Massive Open Online Courses (MOOCs) has revolutionized the field of education, providing accessible and flexible learning opportunities to individuals worldwide. MOOCs have the potential to empower traditionally marginalized groups, including women with disabilities, by offering them a platform to enhance their skills and knowledge. However, the successful integration of women with disabilities into the labor market requires more than just technical expertise; it necessitates the development of emotional and social engagement skills. This study aims to investigate the implementation of collaborative learning projects in MOOCs, including the creation and allocation of group learning environments, the identification and provision of recommendations for successful group learning, the evaluation of learning outcomes, and the generation of adaptive feedback. Implementing learning groups in MOOCs necessitates comprehensive and integrated solutions. The study's key finding highlights that MOOCs can effectively cultivate collaborative learning by establishing clear learning objectives, forming diverse and inclusive groups, providing explicit guidelines, closely monitoring progress, delivering timely feedback, acknowledging, and rewarding individual contributions, and ensuring adequate technological support. By implementing these strategies, MOOCs have the potential to foster collaborative learning, enhance women with disabilities engagement, motivation, and learning outcomes, and ultimately empower them to thrive in the labor market.