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.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
