MOOC_DaSI · Patterns of diffusion and social implications of Massive Open Online Courses (MOOCs): A comparative study between United States and Europe
Horizon 2020 — Marie Skłodowska-Curie Actions
- Duration
- 2017-10-01 → 2019-09-30
- EU contribution
- €176,204
- Participants
- 2
- Scheme
- MSCA-IF-GF
Lines connect the coordinator with its partners.
Results in brief
Patterns of diffusion and social implications of Massive Open Online Courses (MOOCs): A comparative study between United States and Europe
MOOC_DaSI project aims to develop a comparative study between the United States and Europe investigating: a) patterns of diffusion of Massive Open Online Courses (MOOCs) and b) their contribution to a “smart ad inclusive growth” by broadening access to education and providing individuals with better skills. Enthusiastic views welcomed these resources as a flexible, customized, cost-effective form of education. On the other side, skeptical views pointed to several shortcomings. A consistent body of literature has grown on the pedagogical and psychosocial aspects of MOOCs, but the social implications of MOOCs in terms of inequalities for different social groups and actors in the organizational field are still little investigated. Following this line, the project has two main objectives and related research questions: • Objective nr.1. Mapping patterns of development of MOOCs in the United States and Europe in a comparative perspective. It investigates the organizational field of the provision of MOOCs: who are the key actors; to what extent the diffusion of MOOCs changes power roles, generates inequalities and conflict. Moreover, it investigates whether a European pattern of development of MOOCs be identified and which are the peculiar features of the diffusion of MOOCs in Europe as opposed to the United States. • Objective nr.2. Studying the contribution of MOOCs in reducing social inequality, in the United States and Europe. It investigates the contribution of MOOCs in: a) reducing inequality of access to education; b) returns to MOOCs in terms of skills formation and occupational outcomes. The project investigates whether MOOCs contribute to reducing social inequality by broadening access to higher education and providing better occupational outcomes. And whether MOOCs really improve individuals’ skills and occupational chances or rather, if they may turn into traps, not bringing the expected returns to time and effort invested.
Data: CORDIS, © European Union
Project objective
The MOOC_DaSI project aims to develop a comparative study between the United States and Europe investigating patterns of diffusion of Massive Open Online Courses (MOOCs) and their contribution to a “smart ad inclusive growth” through: a) broadening access to education and b) providing individuals with better skills. MOOCs have been pointed out as a flexible, customized, cost-effective type of education that may play a key role in the future of higher education. However, the outburst of MOOCs also brought about contrasting arguments and so far empirical research is limited and fragmented. The project will contribute to shed light on this topic investigating two main research questions. The first deals with the organizational aspects of MOOCs diffusion and will explore whether a “European way” to MOOCs can be identified. The second investigates whether MOOCs do contribute in reducing social inequality by a) broadening access to higher education to non-traditional and socio-economically disadvantaged students; b) providing returns on the labour market. Finally, the research project will summarize a series of policy recommendations providing policy-makers with empirical ground for designing effective policies in the context of open educational resources. MOOC_DaSI will adopt an interdisciplinary approach spanning between organizational studies, sociology of education and stratification research. The project will also make use of mixed methods of research, combining qualitative and quantitative data and different methods of analysis. The MOOC_DaSI project will be carried out at the University of Turin (IT) and Stanford University (USA) over a period of 24 months, including a secondment period at the EC-JRC in Seville (ES). The implementation of the project will contribute to enhance the fellow’s expertise and thus the chances to reach her career objectives of establishing an own research group and obtaining future grants for large international projects.
Original text from CORDIS.
Participants
- UNIVERSITA DEGLI STUDI DI TORINO · TorinoCoordinatorItaly
- BOARD OF TRUSTEES OF THE LELAND STANFORD JUNIOR UNIVERSITY · STANFORDUnited States
Links
Data: CORDIS, © European Union