#oeb2013

In practical terms, sustained participation in a MOOC requires a set of resources and infrastructure that is a privilege, as many of us, including Agarwal, often forget. A reliable electricity supply, frequent and uninterrupted access to a device capable of going online and playing video and sound, and a secure, unrestricted Internet connection are essential starting blocks – as is a safe and comfortable space in which to learn. A recently published paper on the experiences of learners using non-personal computers to access online learning resources in Sri Lanka found that local telecentres often restricted access to high-bandwidth sites, such as YouTube, which often form a core part of MOOC resources.

Limited access to these practical resources is not just an issue in the developing world. There are many groups within OECD countries which are equally disadvantaged by the ‘digital divide’, be it those in temporary or communal accommodation, the elderly, rural communities, those reliant on welfare or those living on low incomes. Additional issues arise for those with disabilities, including visual and hearing impairment, who may require specialised technologies to make use of any online learning application.

Even with all these elements in place, there are further barriers to overcome before access is available to all. Firstly, time, or a lack thereof, is a big reason why many people do not pursue online learning, regardless of their situation. Long working hours, multiple jobs, travel time to and from work and caring for children and other dependants are all things that limit the chances to dedicate time, even a few hours a week, to learning, especially for people in low-wage jobs, residents of rural areas and women.

Secondly, there is the issue of learning skills and foundational knowledge. In July of this year, San Jose State University (SJSU) announced that it was suspending some of its online courses due to high failure rates in the final exams. Amongst the resulting blogging maelstrom, the university was keen to point out that the failure rates were the result of a variety of contributing factors, not least the life-situations of the learners that the online model had brought the course in contact with. “It is important to note that at the outset, SJSU made a commitment to working with ‘at risk’ students – many from disadvantaged economic backgrounds; high school students; and students of our own who had struggled with the curriculum (including many who had failed remedial math courses in the past). Without question, these and other factors significantly affect student performance outcomes.”

This is a key concern. The students that failed this course faced many more problems in their education than merely lack of access. Melonie Fullick, a PhD candidate at York University, Canada, and a specialist on post-secondary education, sums up the issue in a recent article: “People need to learn how to learn – they need some basic level of education and the ability to study. Students from disadvantaged backgrounds often lack this (or they wouldn’t be disadvantaged).”

A “basic level of education and the ability to study” spans everything from essential literacy and numeracy to self-motivation, being able to pursue independent research and practice of writing academic papers. Learners without these skills, let alone the foundation knowledge required to follow a university level course, will no doubt struggle to remain engaged.