“The 21st century professionalization?”: online education as an instrument for bolstering individual welfare and societal equality

Abstract

Abstract Since the start of the last decade of the 20th century, the application of digital technologies with the potential of making substantial contributions to a community’s welfare have led to the creation of the literature of Public Interest Technologies and reinvigorated many areas of focus in the social sciences. A relevant subfield of this literature has been the application of new technologies to education to increase social public benefits. The traditional literature on higher education seems to agree that the expansion of this good throughout a society is desirable because it generates direct and indirect individual gains, as well as aggregate level social benefits in the form of positive externalities. However, some authors have argued that the acquisition of postsecondary education has its own drawbacks: unwanted intellectual influence of instructors on students, barriers to access for students of historically vulnerable sociodemographic groups, as well as students’ perception of a reduced pay-off from going to college. While there have been some indices that online higher education could abate many of these issues, there has been relatively little formal research to test this tool’s impact. Using a quantitative approach, via cross-section and time-series data analysis, the text finds some evidence that online higher education could solve many of higher education’s drawbacks, while also being a feasible approach given the current technological environment of the United States. The text concludes outlining future research using a mixed-methods approach that could be highly valuable to acquire a more comprehensive view and robust evidence of online higher education’s potential of expanding social public benefits.