The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
Awareness and usage of MOOCs: The underrepresented experience
Houston, Tyreek [corporate]

Published23 March 2020
ConferenceiConference 2020
CountryUnited States, North America

MOOC's (Massive Open Online Courses) allow individuals to expand boundaries, enrolling massive numbers of students with potential quality learning materials and resources that may not otherwise exist in underserved communities. The proliferation of MOOCs holds the potential to enhance access to quality learning materials for those who lack these resources, such as young adults in low-income communities; African Americans are overrepresented in these communities. There has been little attention to investigating how African Americans in higher education currently use MOOCs for personal and career development, and even less attention to how these young adults become aware of MOOCs. This empirical study identifies how African Americans from underserved communities in New Jersey became aware of MOOCs and their uses of it. Findings in this research are essential for education providers, economists, educational technology developers, even politicians, for developing strategies to raise awareness of MOOCs in underserved communities. Such strategies could enhance access to potential quality educational resources, which could ultimately decrease education disparities.

Keywords MOOCs · educational advancement · educational disparities

RightsCopyright 2020 Tyreek Houston
Export optionsBibTex · EndNote · Tagged XML · Google Scholar

Contribution_115_final.pdf · 1MB1 download

Viewed by 49 distinct readers


The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.

Click a star to be the first to rate this document


Haber, Jonathan
Overview The New York Times declared 2012 to be “The Year of the MOOC” as millions of students enrolled in massive open online courses (known as MOOCs), millions of investment dollars flowed to the companies making ...
Match: MOOCs

Does digital competence and occupational setting influence MOOC participation? Evidence from a cross-course survey
Castaño-Muñoz, Jonatan; Kreijns, Karel; Kalz, Marco; Punie, Yves
While MOOCs are recognized nowadays as a potential format for professional development and lifelong learning, little research has been conducted on the factors that influence MOOC participation of professionals and ...
Match: MOOCs

How MOOC instructors view the pedagogy and purposes of massive open online courses
Evans, Suzannah; Myrick, Jessica Gall
Massive open online courses (MOOCs) have proliferated in recent years despite disagreement about the role of MOOCs in higher education and whether student outcomes are satisfactory. Taking a mixed-methods approach, the ...
Match: MOOCs

Adoption and impact of OER in the Global South
Hodgkinson-Williams, Cheryl; Arinto, Patricia B.
Education in the Global South faces several key interrelated challenges, for which Open Educational Resources (OER) are seen to be part of the solution. These challenges include: unequal access to education; variable ...
Match: MOOCs

A survey of the awareness, offering, and adoption of OERs and MOOCs in Japan
Shigeta, Katsusuke; Koizumi, Mitsuyo; Sakai, Hiroyuki; Tsuji, Yasuhiro; et al.
Awareness about Open Educational Resources (OERs) and the purposes for offering and adopting OERs and Massive Open Online Courses (MOOCs) were analyzed using a detailed survey of higher education across Japan, which was ...
Match: MOOCs

Why study on a MOOC? The motives of students and professionals
Milligan, Colin; Littlejohn, Allison
Massive Open Online Courses have emerged as a popular mechanism for independent learners to acquire new knowledge and skills; however, the challenge of learning online without dedicated tutor support requires learners ...
Match: MOOCs

Massive Open Online Courses (MOOCs): Participant activity, demographics, and satisfaction
Shrader, Sara; Wu, Maryalice; Owens-Nicholson, Dawn; Ana, Kathleen Santa
This paper examines activity patterns, participant demographics, and levels of satisfaction in multiple MOOC offerings at the University of Illinois at Urbana-Champaign from August 2012—December 2013. Using the ...
Match: MOOCs

Creating a sticky MOOC
Oakley, Barbara; Poole, Debra; Nestor, MaryAnne
Learning How to Learn, a MOOC from UC San Diego, is one of Coursera’s most successful offerings; in its first year, nearly one million learners enrolled in the course. As a result of its high student satisfaction ...
Match: MOOCs

Collective effervescence: Designing MOOCs for emotion and community
Kizimchuk, Stephanie; Freund, Katharina; Prescott, Margaret; McLaughlin, Crystal; et al.
This paper shares the experiences of a course team in designing and delivering a massive open online course (MOOC). It offers insight into how their approach can help build learning communities and enhance pedagogy for ...
Match: MOOCs

A new ecology for learning : An online ethnographic study of learners’ participation and experience in Connectivist MOOCs
Saadatmand, Mohsen; Kumpulainen, Kristiina; Ilsley, Paul
This dissertation focuses on Massive Open Online Courses (MOOCs) which have emerged and heralded as new online learning environments able to serve large numbers of students. Identifying two main types of MOOCs known as ...
Match: MOOCs