Purpose

The purpose of this paper is to demonstrate the rationale, technical framework, content creation workflow and evaluation for a multilingual massive open online course (MOOC) to facilitate information literacy (IL) considering cultural aspects.

Design/methodology/approach

A good practice analysis built the basis for the technical and content framework. The evaluation approach consisted of three phases: first, the students were asked to fill out a short self-assessment questionnaire and a shortened adapted version of a standardized IL test. Second, they completed the full version of the IL MOOC. Third, they were asked to fill out the full version of a standardized IL test and a user experience questionnaire.

Findings

The results show that first the designed workflow was suitable in practice and led to the implementation of a full-grown MOOC. Second, the implementation itself provides implications for future projects developing multilingual educational resources. Third, the evaluation results show that participants achieved significantly higher results in a standardized IL test after attending the MOOC as mandatory coursework. Variations between the different student groups in the participating countries were observed. Fourth, self-motivation to complete the MOOC showed to be a challenge for students asked to attend the MOOC as nonmandatory out-of-classroom task. It seems that multilingual facilitation alone is not sufficient to increase active MOOC participation.

Originality/value

This paper presents an innovative approach of developing multilingual IL teaching resources and is one of the first works to evaluate the impact of an IL MOOC on learners' experience and learning outcomes in an international evaluation study.

中文翻译：

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通过考虑文化方面的多语言MOOC促进信息素养

目的

本文的目的是演示多语言大规模开放在线课程（MOOC）的原理，技术框架，内容创建工作流程和评估，以促进考虑文化方面的信息素养（IL）。

设计/方法/方法

良好实践分析为技术和内容框架奠定了基础。评估方法包括三个阶段：首先，要求学生填写一份简短的自我评估问卷和一份简短的标准IL测试改编版。其次，他们完成了IL MOOC的完整版本。第三，要求他们填写标准化IL测试的完整版本和用户体验调查表。

发现

结果表明，首先设计的工作流程在实践中很合适，并导致了成熟的MOOC的实施。其次，实施本身对将来开发多语言教育资源的项目具有影响。第三，评估结果表明，参加MOOC作为必修课程的参与者在标准化的IL测试中获得了显着更高的结果。观察到参与国不同学生群体之间的差异。第四，对于要求参加MOOC作为非强制性的课堂外任务的学生来说，完成MOOC的自我激励是一个挑战。似乎单凭多语种便利不足以增加MOOC的积极参与。

创意/价值

本文提出了一种开发多语言IL教学资源的创新方法，并且是在国际评估研究中评估IL MOOC对学习者的经历和学习成果的影响的第一批工作之一。