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Abstract
The proliferation of massive open online courses (MOOCs) has stirred a fervent debate about global access to higher education. While some commentators praise MOOCs for expanding educational opportunities in a more open and accessible fashion, others criticize this trend as a threat to current models of higher education and a low-quality substitute for traditional learning. Drawing on a comprehensive literature review of both academic and popular media sources, this article will explore the impact of MOOCs on the field of higher education, with a particular emphasis on their promise to enhance educational opportunities worldwide. Specifically, the analysis will focus on the four issues that have – so far – proven to be most significant in shaping the future of MOOC as an equalizing force in higher education: credit, pedagogy, internationalization, and, finally, legal and financial aspects.
Notes
1. Although this list is growing fast, for now, most of the partner institutions are state schools and community colleges, and the program does not include any top-tier universities. The full list of affiliated institutions is available at http://www.learningcounts.org/affiliated-universities/
2. And since MOOC participants are not considered to be students of the universities delivering these courses (no matter whether these online participants receive university credit or not), Family Educational Rights and Privacy Act (FERPA) regulations do not apply either, which means that students’ personal information and privacy are not legally protected in the same way that they are in the traditional classroom.