民主化教育? 检查大规模开放在线课程的访问和使用模式
1Harvard Graduate School of Education, Harvard University, Cambridge, MA 02138, USA. john_hansen@mail.harvard.edu.
概括
大规模开放的在线课程可能会加剧教育上的不平等. 数据显示,富裕的学生更有可能进入并完成MOOC,特别是在科学,技术,工程和数学 (STEM) 领域.
科学领域:
- 在教育方面
- 社会学
- 数字学习
背景情况:
- 大规模开放式在线课程 (MOOC) 经常被推广为民主化教育和减少社会经济差距的工具.
- 然而,MOOC对教育公平的实际影响仍在受到批判性审查.
研究的目的:
- 调查MOOC是否有效弥合与社会经济地位相关的教育差距.
- 分析不同社会经济群体在MOOC中的入学率和完成率.
主要方法:
- 分析了哈佛大学和麻省理工学院在2012年至2014年间提供的68个MOOC的数据.
- 参与者人口统计和完成数据与美国人口普查数据对邻里财富和教育水平的比较.
主要成果:
- 美国的MOOC参与者居住在比普通居民更富裕和受过教育的社区.
- 具有较高社会经济资源的学生更有可能完成课程并获得证书.
- 在青少年和年轻成年人中,特别是在STEM领域,MOOC获取和完成的差异更为明显.
结论:
- MOOC可能不是教育差距的有效补救措施.
- 目前的在线学习模式,包括MOOC,有可能扩大基于社会经济地位的教育成果差距.
- 需要进一步的研究,以确保在线学习促进公平的获取和成功.
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