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Democratizing education? Examining access and usage patterns in massive open online courses
1Harvard Graduate School of Education, Harvard University, Cambridge, MA 02138, USA. john_hansen@mail.harvard.edu.
Science (New York, N.Y.)
|January 20, 2016
Summary
Massive open online courses (MOOCs) may worsen educational inequality. Data shows affluent students are more likely to access and complete MOOCs, particularly in Science, Technology, Engineering, and Mathematics (STEM) fields.
Area of Science:
- Education
- Sociology
- Digital Learning
Background:
- Massive Open Online Courses (MOOCs) are frequently promoted as tools to democratize education and reduce socioeconomic disparities.
- However, the actual impact of MOOCs on educational equity remains a subject of critical examination.
Purpose of the Study:
- To investigate whether MOOCs effectively bridge educational gaps related to socioeconomic status.
- To analyze access and completion rates among different socioeconomic groups in MOOCs.
Main Methods:
- Analysis of data from 68 MOOCs offered by Harvard and MIT between 2012 and 2014.
- Comparison of participant demographics and completion data against U.S. census data for neighborhood affluence and education levels.
Main Results:
- MOOC participants in the U.S. resided in more affluent and educated neighborhoods compared to the average resident.
- Students with higher socioeconomic resources demonstrated greater likelihood of course completion and certificate attainment.
- Disparities in MOOC access and completion were more pronounced among adolescents and young adults, particularly in STEM fields.
Conclusions:
- MOOCs may not be an effective remedy for educational disparities.
- Current online learning models, including MOOCs, risk widening the gap in educational outcomes based on socioeconomic status.
- Further research is needed to ensure online learning promotes equitable access and success.
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