John D. Hansen|Justin Reich
Democratizing education? Examining access and usage patterns in massive open online courses
Harvard University|Massachusetts Institute of Technology
massive open online courses moocs often characterized remedies educational disparities related social class using data 68 moocs offered harvard mit 2012 2014 found course participants united states tended live moreaffluent bettereducated neighborhoods average us resident among register courses students greater socioeconomic resources likely earn certificate furthermore differences mooc access completion larger adolescents young adults traditional ages people find onramps science technology engineering mathematics stem coursework careers findings raise concerns moocs similar approaches online learning exacerbate rather reduce disparities educational outcomes related socioeconomic status