Cultural Relevance in MOOCs: Asking About Socioeconomic Context

Anna Kasunic, Jessica Hammer, A. Ogan
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引用次数: 5

Abstract

Existing datasets tell us only a partial story about the contextual factors that impact learners in Massive Online Open Courses (MOOCs). Information about race/ethnicity, education, and income helps us understand socioeconomic status, but such data is notoriously difficult to collect in an international context. Extant MOOC studies have not paid due attention to socioeconomic variables; they have either taken a U.S.-centric approach, ignored important country-specific dimensions of variables, or failed to ask about certain variables altogether, such as race/ethnicity. During a qualitative study of 24 self-regulated learners from population groups underrepresented in MOOCs, we piloted a short U.S.-centric demographic questionnaire. Preliminary results suggest that a large-scale survey designed for both cross-national and country-specific analyses would provide valuable information to MOOC researchers.
MOOCs中的文化关联:询问社会经济背景
现有的数据集只能告诉我们影响大规模在线开放课程(MOOCs)学习者的环境因素的部分情况。关于种族/民族、教育和收入的信息有助于我们了解社会经济地位,但在国际背景下收集这些数据是出了名的困难。现有的MOOC研究没有对社会经济变量给予应有的重视;他们要么采取以美国为中心的方法,忽视了重要的国家特定变量维度,要么完全没有考虑某些变量,比如种族/民族。在一项对24名来自mooc中代表性不足的群体的自我调节学习者的定性研究中,我们试点了一份以美国为中心的简短人口调查问卷。初步结果表明,为跨国和国别分析设计的大规模调查将为MOOC研究人员提供有价值的信息。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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