Democratizing Education? Examining Access and Usage Patterns in Massive Open Online Courses

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Democratizing Education? Examining Access and Usage Patterns in Massive Open Online Courses

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Title: Democratizing Education? Examining Access and Usage Patterns in Massive Open Online Courses
Author: Hansen, John David Nadal; Reich, Justin

Note: Order does not necessarily reflect citation order of authors.

Citation: Hansen, John D., and Justin Reich. 2015. Democratizing Education? Examining Access and Usage Patterns in Massive Open Online Courses. Science 350, no. 6265: 1245-1248.
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Abstract: Massive open online courses (MOOCs) are often characterized as remedies to educational disparities related to social class. Using data from 68 MOOCs offered by Harvard and MIT between 2012 and 2014, we found that course participants from the United States tended to live in more-affluent and better-educated neighborhoods than the average U.S. resident. Among those who did register for courses, students with greater socioeconomic resources were more likely to earn a certificate. Furthermore, these differences in MOOC access and completion were larger for adolescents and young adults, the traditional ages where people find on-ramps into science, technology, engineering, and mathematics (STEM) coursework and careers. Our findings raise concerns that MOOCs and similar approaches to online learning can exacerbate rather than reduce disparities in educational outcomes related to socioeconomic status.
Published Version: doi:10.1126/science.aab3782
Terms of Use: This article is made available under the terms and conditions applicable to Open Access Policy Articles, as set forth at http://nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of-use#OAP
Citable link to this page: http://nrs.harvard.edu/urn-3:HUL.InstRepos:23928053
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