In authors or contributors

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

Resource type
Journal Article
Authors/contributors
Title
MOOCs and the claim of education for all: A disillusion by empirical data
Abstract
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.
Date
Nov 2015
Language
English
Short Title
MOOCs and the claim of education for all
Accessed
31/07/2020, 18:13
Library Catalog
ProQuest
Rights
Copyright International Review of Research in Open and Distance Learning Nov 2015
Extra
Publisher: International Review of Research in Open and Distance Learning
Citation
Rohs, M., & Ganz, M. (2015). MOOCs and the claim of education for all: A disillusion by empirical data. https://search.proquest.com/docview/1770070648/abstract/9C08F54AFB1A4C50PQ/1