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Can MOOCs reduce global inequality in education?

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  • Pollack Ichou, Rachel

Abstract

Massive Open Online Courses (MOOCs) have been hailed as means for unprecedented access to education, crossing divisions of race, class, age, gender, and geography. Yet empirical studies have demonstrated that students of MOOCs are primarily those already advantaged in terms of education and socioeconomic status. Drawing on recent academic literature and a theoretical understanding of the role of technology in education, this article examines whether MOOCs can indeed reduce global inequality in education. The paper concludes that while MOOCs can provide a novel form of learning through technology and remove a significant cost barrier to education, they will do little to reduce global educational gaps until they are able to reach and retain those most lacking education.

Suggested Citation

  • Pollack Ichou, Rachel, 2018. "Can MOOCs reduce global inequality in education?," Australasian marketing journal, Elsevier, vol. 26(2), pages 116-120.
    • Handle: RePEc:eee:aumajo:v:26:y:2018:i:2:p:116-120
    DOI: 10.1016/j.ausmj.2018.05.007
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    References listed on IDEAS

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    1. Manuel Castells, 2004. "Informationalism, networks, and the network society: a theoretical blueprint," Chapters, in: Manuel Castells (ed.), The Network Society, chapter 1, Edward Elgar Publishing.
    2. Nicole Zillien & Eszter Hargittai, 2009. "Digital Distinction: Status‐Specific Types of Internet Usage," Social Science Quarterly, Southwestern Social Science Association, vol. 90(2), pages 274-291, June.
    3. Ezekiel J. Emanuel, 2013. "MOOCs taken by educated few," Nature, Nature, vol. 503(7476), pages 342-342, November.
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    Cited by:

    1. Priyo, Asad Karim Khan & Hazra, Ummaha, 2020. "Understanding digital divide in online class experiences during Covid-19 lockdown in Bangladesh," MPRA Paper 118071, University Library of Munich, Germany.

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