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The [un]democratisation of education and learning

TitleThe [un]democratisation of education and learning
Publication TypeBook Chapter
Year of Publication2018
AuthorsLittlejohn, A., & Hood N.
PublisherReconceptualising Learning in the Digital Age: The [Un]democratising Potential of MOOCs
Series TitleSpringerBriefs in Open and Distance Education
Chapter2
Pagination21–34
Date Published04/2018
Secondary PublisherSpringerBriefs in Education
Place PublishedSingapore
ISBN Number978-981-10-8893-3
Keywordsaccreditation, MOOC criticism, MOOC quality
Abstract

MOOCs have engendered excitement around their potential to democratise education. They appear to act as a leveller and offer equal opportunity to millions of learners worldwide. Yet, this alluring promise is not wholly achieved by MOOCs. The courses are designed to be used by people who are already able to learn, thereby excluding learners who are unable to learn without direct tutor support. The solutions to this problem tend to focus on the course, as `learning design' or `learning analytics'. We argue that effort needs to be focused on the learner directly, supporting him or her to become an autonomous learner. Supporting millions of people to become autonomous learners is complex and costly. This is a problem where education is shaped principally by economic and neoliberal forces, rather than social factors. However, `automated' solutions may result in attempts to quantify learners' behaviours to fit an `ideal'. There is a danger that overly simplified solutions aggravate and intensify inequalities of participation.

URLhttps://doi.org/10.1007/978-981-10-8893-3_2
DOI10.1007/978-981-10-8893-3_2
Rights

© The Author(s) 2018

Refereed DesignationRefereed
Total votes: 166