MOOCs and the claim of education for all: A disillusion by empirical data

MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confir...

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Autores principales:	Matthias Rohs, Mario Ganz
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2015
Materias:	MOOC Exclusion Digital Divide Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/4e222ca24a8f4e0f8c16c453428d0835
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spelling	oai:doaj.org-article:4e222ca24a8f4e0f8c16c453428d08352021-12-02T18:03:24ZMOOCs and the claim of education for all: A disillusion by empirical data10.19173/irrodl.v16i6.20331492-3831https://doaj.org/article/4e222ca24a8f4e0f8c16c453428d08352015-12-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2033https://doaj.org/toc/1492-3831MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.Matthias RohsMario GanzAthabasca University PressarticleMOOCExclusionDigital DivideSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 16, Iss 6 (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	MOOC Exclusion Digital Divide Special aspects of education LC8-6691
spellingShingle	MOOC Exclusion Digital Divide Special aspects of education LC8-6691 Matthias Rohs Mario Ganz MOOCs and the claim of education for all: A disillusion by empirical data
description	MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.
format	article
author	Matthias Rohs Mario Ganz
author_facet	Matthias Rohs Mario Ganz
author_sort	Matthias Rohs
title	MOOCs and the claim of education for all: A disillusion by empirical data
title_short	MOOCs and the claim of education for all: A disillusion by empirical data
title_full	MOOCs and the claim of education for all: A disillusion by empirical data
title_fullStr	MOOCs and the claim of education for all: A disillusion by empirical data
title_full_unstemmed	MOOCs and the claim of education for all: A disillusion by empirical data
title_sort	moocs and the claim of education for all: a disillusion by empirical data
publisher	Athabasca University Press
publishDate	2015
url	https://doaj.org/article/4e222ca24a8f4e0f8c16c453428d0835
work_keys_str_mv	AT matthiasrohs moocsandtheclaimofeducationforalladisillusionbyempiricaldata AT marioganz moocsandtheclaimofeducationforalladisillusionbyempiricaldata
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MOOCs and the claim of education for all: A disillusion by empirical data

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