Researchers at the University of Pennsylvania recently surveyed students who had taken at least one of Penn鈥檚 twenty-four MOOCs and viewed at least one online video lecture.听Findings from the responses of 34,779 students revealed that 80 percent of the MOOC-takers already had a 2- or 4-year degree and that 44 percent already had some graduate education. This 听supports the platitude that MOOCs primarily serve the well-educated.
The trend was observed for MOOC students in the U.S., as well as those in developing countries, and even those in countries where MOOCs are popular. Coursera 鈥� the MOOC provider for Penn and several other universities 鈥� has made 鈥渁ccess鈥� central to its mission of bringing world-class education to everyone. However, notes:
鈥淐oursera has taken a hands-off approach to publicity, relying almost entirely on word of mouth (and its university partners) to spread awareness of MOOCs. It stands to reason that much of the hubbub about MOOCs has occurred in well-educated circles. Combine that with spotty Internet availability in underprivileged communities, and it makes sense that only the most privileged populations have had occasion to take a MOOC.鈥�
Coursera says they are working on several projects to help reach underserved students, particularly those without internet access. One of these efforts (we assume) are the global 鈥渓earning hubs鈥� discussed in a and in this NY Times .
Although the findings are noteworthy, the authors mention two important caveats:
- Their findings don鈥檛 necessarily mean MOOCs will never reach underrepresented populations, just that they haven鈥檛 done so yet; and
- The respondents represent only a small percentage of students registered for Penn MOOCs, let alone all MOOCs; thus 鈥渢he survey may not be generalizable.”