Most massive open online courses (MOOCs) are offered in English, including those offered by non-English speaking universities. The study investigated an identified English language dementia MOOC’s accessibility and effectiveness in improving the dementia knowledge of non-native English speaker participants. A total of 6,389 enrolees (age range 18–82 years; 88.4% female) from 67 countries was included in analyses. Dementia knowledge was measured by the Dementia Knowledge Assessment Scale (DKAS) before and after the MOOC completion. Rates of completion were also compared. Native English speakers (n = 5,320) were older, more likely to be female, less likely to be employed, and had lower educational attainment than non-native English speakers (n = 1025). Native English speakers were also more likely to care for or have cared for a family member or friend living with dementia than were non-native English speakers. Native English speakers had a significantly higher DKAS score both pre- (M = 33.0, SD = 9.3) and post-MOOC (M = 44.2, SD = 5.5) than did non-native English speakers (M = 31.7, SD = 9.1; and M = 40.7, SD = 7.7 for pre- and post-MOOC, respectively). Non-native English speakers with low pre-MOOC dementia knowledge scores gained significantly less dementia knowledge following course completion than did native English speakers (p <.001, adjusted for age and education). There was no significant difference between the two groups in their likelihood of completing the MOOC. Our findings suggest that non-native English speakers are motivated and able to complete the MOOC at similar rates to native English speakers, but the MOOC is a more effective educational intervention for native English speakers with low dementia knowledge.

中文翻译：

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了解痴呆症大规模开放在线课程是否对每个人都有效且有效？母语与非英语母语者

大多数大型开放在线课程 (MOOC) 以英语提供，包括由非英语大学提供的课程。该研究调查了已确定的英语痴呆 MOOC 在提高非英语母语参与者的痴呆知识方面的可及性和有效性。共有来自 67 个国家的 6,389 名登记者（年龄范围 18-82 岁；88.4% 为女性）被纳入分析。在 MOOC 完成之前和之后，通过痴呆知识评估量表 (DKAS) 测量痴呆知识。还比较了完成率。与非英语为母语的人 (n = 1025) 相比，以英语为母语的人 (n = 5,320) 年龄较大，女性的可能性更大，受雇的可能性较小，受教育程度较低。与非英语为母语的人相比，以英语为母语的人也更有可能照顾或曾经照顾患有痴呆症的家庭成员或朋友。以英语为母语的人在 MOOC 之前（M = 33.0，SD = 9.3）和之后（M = 44.2，SD = 5.5）的 DKAS 得分均显着高于非英语母语者（M = 31.7，SD = 9.1； MOOC 前后的 M = 40.7，SD = 7.7）。与以英语为母语的人相比，在完成课程后，具有低 MOOC 痴呆知识分数的非英语母语者获得的痴呆症知识显着减少（p <.001，根据年龄和教育程度进行调整）。两组完成MOOC的可能性没有显着差异。