The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Democratizing education? Examining access and usage patterns in massive open online courses
Open accessAbstract
Toward a level playing field?: Do free learning resources benefit the disadvantaged and decrease gaps between rich and poor? Hansen and Reich studied the relationships between socioeconomic status (SES) and enrollment in and completion of free Massive Open Online Courses (MOOCs) offered by Harvard and MIT. Students from low-SES backgrounds were less likely to enroll in MOOCs and earn a certificate than their high-SES peers. Thus, although there are many free online learning opportunities, it is not safe to assume that they will “level the playing field.” Science , this issue p. 1245
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'Rich get richer' effects are often observed in classrooms using AIEd systems, where systems systematically benefit students with higher prior domain knowledge more than students with lower prior knowledge.
“'Rich get richer' effects are often observed in classrooms using AIEd systems, where systems behave in ways that systematically benefit students coming in with higher prior domain knowledge more than they benefit students coming in with lower prior knowledge”
From Equity and Artificial Intelligence in Education: Will "AIEd" Amplify or Alleviate Inequities in Education? (2021) · cites this paper as Hansen & Reich, 2015
The Abstract and One Sentence Summary (pages not provided) report that more affluent learners had higher MOOC certificate rates and that free online resources can disproportionately benefit affluent students. That supports the broad ‘rich get richer’ pattern, but the paper does not establish that classroom AIEd systems systematically benefit students with higher prior domain knowledge. The SES Variable Age section explicitly cautions that its MOOC findings cannot be generalized to all education technologies. (LLM, conf=0.86)
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Citations
Cites
Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research
Sirin, S. R. (2005) · Review of Educational Research · doi:10.3102/00346543075003417 · Cited by 4,687 · cited 3×
“In terms of SES, our individual-level SES measure, parental educational attainment, allows us to address this concern directly for younger participants, where parental educational attainment is a well-established a component of SES (19).”
BackgroundThe Missing "One-Offs": The Hidden Supply of High-Achieving, Low Income Students
Hoxby, C., & Avery, C. (2012) · doi:10.3386/w18586 · Cited by 511
Flagged first, then by citations
Research works printed but not linked: 13
- L. Cuban Teachers and Machines: The Classroom Use of Technology Since 1920 (Teachers College Press New York 1986).
- S. Reardon in Whither Opportunity? Rising Inequality and the Uncertain Life Chances of Low-Income Children R. J. Murnane G. Duncan Eds. (Russell Sage Foundation Press New York 2011).
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- A. D. Ho et al . “ HarvardX and MITx: The first year of open online courses Fall 2012–Summer 2013” (Working paper no. 1 HarvardX and MITx Cambridge MA 2014).
- A. D. Ho et al . “HarvardX and MITx: Two years of open online courses” (Working paper no. 10 HarvardX Cambridge MA 2015).
- J. D. Hansen J. Reich Socioeconomic Status and MOOC Enrollment: Enriching Demographic Information with External Datasets (ACM New York 2015). · DOI
- Horn M. B., MOOCs for high school. Educ. Next 14, 82–83 (2014).
- J. J. Schlesselman P. D. Stolley Case Control Studies: Design Conduct Analysis (Oxford Univ. Press New York 1982).
- M. S. Kearney P. B. Levine “Early childhood education by MOOC: Lessons from Sesame Street” (NBER Working paper no. 104 National Bureau of Economic Research Cambridge MA 2015). · DOI
Cited by
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Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017) · Computers & Education · doi:10.1016/j.compedu.2016.10.001 · Cited by 1,003
Closing global achievement gaps in MOOCs
Kizilcec, R. F., Saltarelli, A. J., Reich, J., & Cohen, G. L. (2017) · Science · doi:10.1126/science.aag2063 · Cited by 210
Self-citationEccleston, C., Doherty, K., Bindoff, A., Robinson, A., Vickers, J., & McInerney, F. (2019) · npj Science of Learning · doi:10.1038/s41539-019-0042-4 · Cited by 68
Holstein, K., & Doroudi, S. (2021) · arXiv · doi:10.48550/arxiv.2104.12920 · Cited by 29
The Relevance of Ivan Illich's Learning Webs 50 Years On
Doroudi, S., & Ahmad, Y. (2023) · Proceedings of the Tenth ACM Conference on Learning @ Scale · doi:10.1145/3573051.3593386
Metadata
- Authors
- Hansen, J. D., & Reich, J.
- Affiliations
- Harvard University (US)
- Massachusetts Institute of Technology (US)
- Corresponding author
- Hansen, John D.
- ORCID
- Reich, Justin
- Venue
- Science
- Published
- 2015-12-04
- Volume
- 350
- Issue
- 6265
- Pages
- 1245-1248
- ISSN
- 0036-8075 (ISSN-L)
- 1095-9203
- OpenAlex
- W2183014234
- Cited by
- 255
- References
- 2
- Citations by year
- 2026: 12 · 2025: 13 · 2024: 22 · 2023: 26 · 2022: 28 · 2021: 25 · 2020: 36 · 2019: 28 · 2018: 34 · 2017: 19 · 2016: 12
- FWCI
- 32.62
- Type
- journal article
- Language
- en
- Open access
- green
- nrs.harvard.edu
- Licence
- cc-by
- Locations
- Science (publishedVersion)
- PubMed (publishedVersion)
- Digital Access to Scholarship at Harvard (DASH) (Harvard University) (submittedVersion, cc-by)
- Funders
- Harvard Graduate School of Education
- Topics
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Sociology and Political Science › Intergenerational and Educational Inequality Studies
- Keywords
- massive open online courses, educational inequality, socioeconomic status, MOOC completion, neighborhood affluence, adolescents and young adults, STEM education
- MeSH terms
- Adolescent, Adult, Career Choice, Certification, Engineering, Humans, Learning, Mathematics, Online Systems, Science, Social Class, Students, Technology, United States, Education, Distance, Internet, Young Adult
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