Çağıltay, NergizCagiltay, Nergiz ErcilToker, SacipToker, SacipCagiltay, KursatInformation Systems EngineeringSoftware Engineering2024-10-062024-10-06202321492-3831[WOS-DOI-BELIRLENECEK-17]https://hdl.handle.net/20.500.14411/8976Toker, Sacip/0000-0003-1437-6642; Cagiltay, Nergiz Ercil/0000-0003-0875-9276; cagiltay, kursat/0000-0003-1973-7056It is well known that there are disparities in access to education around the world, with developed countries generally having better educational resources and opportunities compared to developing countries. Massive open online courses (MOOCs) have been proposed as a way to bridge this gap by providing free or low-cost online education to anyone with an Internet connection. This study aimed to better understand the effects of location, both country and region, on the use of MOOCs, using data from 3.5 million learners who registered for MOOCs offered by the Massachusetts Institute of Technology (MIT). The data set provided a broad picture of how MOOCs are being used around the globe. The results of the study indicated significant differences in the use of MOOCs among students from different countries and their corresponding economic levels. In order to address these differences and improve access to education through MOOCs, the study suggested several actions that could be taken. These include providing better infrastructure and support for MOOC learners in developing countries, increasing awareness of and access to MOOCs in these regions, and working to improve the quality and relevance of MOOC offerings. Overall, the study highlighted the potential of MOOCs to bridge the educational gap between developed and developing countries, but also emphasized the need for continued efforts to remove barriers and improve access to these resources.eninfo:eu-repo/semantics/closedAccessmassive open online coursesgeographic regioncountry's income leveldistance educationonline learningArticleQ1242117WOS:001015356500002