Examine and reflect upon the potential for equitable access for all learners in online and open learning contexts and practicing digital, networked, and open literacies in support of learning about distributed and open learning.

This learning objective was particularly fascinating to explore. I was heavily involved in peer discussion as we explored concepts of access, as it appears that MOOCs have great potential to reach far more people and eliminate achievement gaps and inequality among educational attainment levels on a global scale. Several of my pod members and I went back and forth on this issue.

This is Boyue comments:

Already the idea has been raised that MOOCs can provide equal access through digital technology. Not having access to education is one of the primary factors that keeps many people in poverty. Even the smartest of students does not have the same opportunities as a student from a more affluent family, and idea furthered in the discussion.

This is Bingxin comments:

This is Haoliang comments a very good point was raised, however:

Arguably, access to technology is a major limiting factor for those living at or below the poverty level. In many countries, free public education is supposed to be equally accessible. Of course, we know this is not the case. But given that many developing nations have more cell phones than laptop or desktop computers, the possibility of reaching more people should grow in the coming years.

This, of course, raises the question about the validity of MOOCs certifications. Is the education valid if the courses do not contribute towards acceptance at university? Susie wondered:

Here, I felt that I needed to point out that there are greater benefits to education than just a university certificate.

In my topic2 I wrote that without MOOCs, the relatively limited level of education of many people from poorer backgrounds is unequal compared to the first-class education enjoyed by individuals in the wealthier classes.

Here is my blog2 snippet:

By completing these activities. I think the true promise of digital learning technologies is its flexibility and adaptability. It is not, as Major (2015) notes, some “monolithic approach” that simply provides teaching via the Internet (p. 77). However, online educational endeavours, still in their infancy, are very experimental in their approach, such that an increasing number of possibilities are already being implemented (Major, 2015, p. 77). This has far greater potential to reach students individually, whether in distributed or open learning contexts. One can have an open enrollment, online, asynchronous, do-it-yourself, distributed educational pathway (Major, 2015, p. 77). This would certainly have great appeal for many learners, not only because it would mesh better with their personalized learning style, but also because of the total freedom it affords the student in their approach to when and how they learn.

The things I learned matter to me. Theoretically, digital learning platforms can be accessed by anyone with an Internet portal. Even in developing nations, there is still Internet access, whether via cafes or smartphones, such that online education could become as ubiquitous as online shopping. Additionally, in extending this metaphor, a wide variety of educational opportunities, subjects, and modalities, whether designed to lead towards a university degree or simply continuing efforts towards lifelong learning, will be available to the customer, the student.

Major (2015) seems to suggest that there are two current forms of MOOCs, which may be blending into one model (p. 80). MOOCs were originally constructed as digital extensions of the traditional classroom, complete with recorded lectures and online exams (Major, 2015, p. 80). Arguably, this is a process that demands “dramatically rethinking” courses and how material is delivered (Major, 2015, p. 81). However, in doing so, MOOCs have a greater potential to provide equitable access to education by offerings that meet the needs of all learners, including those for whom education is a means of escaping poverty and closing the wealth gaps that leave too many people poor and ignorant.

References:

Major, C. H. (2015). Teaching online—A guide to theory, research, and practice. Chapter four: Course structure. http://ebookcentral.proquest.com/lib/uvic/detail.action?docID=3318874