By George Veletsianos
“Anyone, anywhere, at any point in time will be able to take advantage of high quality education.”
That could be a tagline from just about any enthusiast or provider of open online courses (often called MOOCs). The intention certainly seems laudable and, if not transformational, at least desirable.
What are the caveats?
Recent research suggests that the majority of people enrolled in these open online courses are highly educated. As far as US participants are concerned, a large percentage also live in high-income neighborhoods.
And yet, despite the extensive research and data on open online courses, we really do not know much about these millions of learners engaged in everything from courses on computer science to poetry to physiotherapy to gender studies to bioinformatics.
In fact, apart from a few anecdotes of extraordinary individuals who overcome insurmountable struggles to succeed (e.g., the exceptional Nigerian man who completed 250 courses) or abstract descriptions of learners and their activity (e.g., “less than 10% complete courses,” “auditors,” or “latecomers”) these learners might as well be invisible.
And thus, my fellow researchers and I are asking more questions. We want to better understand open courses and their learners (and their successes and their failures). How do these people experience open courses? Why they do they things that they do in these courses?
We are currently in the midst of conducting the largest series of interview studies in open courses. Our research is motivated by the fact that very few commentators and researchers to date have paused to talk to learners and to listen to them describe their experiences and activities.
In fact, what researchers know about MOOCs is largely the result of analyzing the data trails that learners leave behind as they navigate digital learning environments.
So far we have interviewed more than 70 individuals who have completed a range of MOOCs. Three of our initial findings question the initial excitement that surrounded MOOCs and contradict the initial hope that these types of courses can help anyone, anywhere, at any point in time to succeed.
[ Full article available at Inside Higher Ed: https://www.insidehighered.com/blogs/higher-ed-beta/invisible-learners-taking-moocs ]