This paper presents a case study evaluating the online learning experience of ten refugees on MOOCs. Qualitative data were collected from the learners, generating a set of 43 statements depicting the learners’ experience of learning, which were analysed using an augmented Community of Inquiry (CoI) theoretical framework. The key findings show that learners particularly desired teaching presence in terms of facilitation and feedback on their progress; they viewed online social presence as being important but generally not well managed in MOOCs; and they expressed cognitive presence mainly in terms of the selection and use of information sources. Learning presence (the additional element of the “augmented” CoI framework) was described primarily in terms of the importance of goal-setting and planning. The implications for organisations supporting refugees and other learners in disadvantaged circumstances on MOOCs are discussed.

中文翻译：

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使用MOOC（重新）进入高等教育的难民案例研究的结果

本文提供了一个案例研究，评估了10位MOOC难民的在线学习经验。从学习者那里收集定性数据，生成一组描述学习者学习经历的43条陈述，并使用增强的探究社区（CoI）理论框架对其进行了分析。主要发现表明，学习者特别希望在促进和反馈他们的学习方面存在教学；他们认为在线社交存在很重要，但在MOOC中通常管理不善；他们主要在信息源的选择和使用方面表达了认知存在。学习存在感（“增强型” CoI框架的附加元素）主要是根据目标设定和计划的重要性来描述的。