Accessibility in MOOCs: A Bibliometric Analysis and Implications for English Language Courses
DOI:
https://doi.org/10.66121/6qm38z35Keywords:
Accessibility, Massive Open Online Courses, Bibliometric Analysis, English Language MOOCs, Pedagogical AccessibilityAbstract
Ensuring accessibility is a critical concern in the Massive Open Online Courses (MOOCs), given their foundational aim of providing inclusive and equitable access to education. This study presents a bibliometric analysis of research on accessibility in MOOCS to trace the conceptual development of the construct, identify key themes and gaps, and examine how accessibility is framed within MOOC research. A total of 229 Scopus-indexed journal articles published between 2002 and 2025 were analysed using thematic mapping, keyword co-occurrence, and bibliographic coupling techniques. The findings reveal a clear conceptual progression in accessibility research, moving from early access-oriented interpretations centred on availability and participation, towards compliance-driven approaches focused on disability and web accessibility standards, and more recently towards broader notions of inclusivity. Despite this evolution, accessibility remains conceptually underdeveloped and is predominantly framed as a technical or compliance-related requirement rather than as a pedagogical principle. The analyses also highlight the fragmented nature of accessibility research, with limited integration between technical, pedagogical, and learner-centred perspectives. Notably, English language MOOCs do not emerge as a distinct research theme, indicating a significant gap. The study underscores the need to consolidate accessibility as a learner-centred, inclusive, and pedagogically grounded concept in MOOC design and delivery.
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