Closing global achievement gaps in MOOCs
Abstract
Brief interventions address social identity threat at scale
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Simple social belonging and value-affirmation interventions could increase the persistence and completion rate of MOOCs for students from less developed countries, potentially eliminating the gap in MOOC completion between students in less versus more developed countries.
“Kizilcec et al. (2017) showed that simple social belonging and value-affirmation interventions could increase the persistence and completion rate of MOOCs for students from less developed countries, potentially eliminating the gap in MOOC completion between students”
From Equity and Artificial Intelligence in Education: Will "AIEd" Amplify or Alleviate Inequities in Education? (2021) · cites this paper as Kizilcec et al. (2017)
The development of AIEd systems has often been motivated by their potential to promote educational equity and reduce achievement gaps across different groups of learners.
“The development of AIEd systems has often been motivated by their potential to promote educational equity and reduce achievement gaps across different groups of learners”
From Equity and Artificial Intelligence in Education: Will "AIEd" Amplify or Alleviate Inequities in Education? (2021) · cites this paper as Kizilcec, Saltarelli, Reich, & Cohen, 2017
Cites
The Psychology of Self-Affirmation: Sustaining the Integrity of the Self
Steele, C. M. (1988) · Advances in Experimental Social Psychology · doi:10.1016/s0065-2601(08)60229-4 · Cited by 3,697 · see citing works
A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students
Walton, G. M., & Cohen, G. L. (2011) · Science · doi:10.1126/science.1198364 · Cited by 1,992 · see citing works
Self-citationPromoting Interest and Performance in High School Science Classes
Hulleman, C. S., & Harackiewicz, J. M. (2009) · Science · doi:10.1126/science.1177067 · Cited by 1,220 · see citing works
The Psychology of Change: Self-Affirmation and Social Psychological Intervention
Cohen, G. L., & Sherman, D. K. (2014) · Annual Review of Psychology · doi:10.1146/annurev-psych-010213-115137 · Cited by 1,197 · see citing works
Self-citationRecursive Processes in Self-Affirmation: Intervening to Close the Minority Achievement Gap
Cohen, G. L., Garcia, J., Purdie-Vaughns, V., Apfel, N., & Brzustoski, P. (2009) · Science · doi:10.1126/science.1170769 · Cited by 800 · see citing works
Self-citationReducing the Gender Achievement Gap in College Science: A Classroom Study of Values Affirmation
Miyake, A., Kost-Smith, L. E., Finkelstein, N. D., Pollock, S. J., Cohen, G. L., & Ito, T. A. (2010) · Science · doi:10.1126/science.1195996 · Cited by 746 · see citing works
Self-citationSelf-affirmation can enable goal disengagement.
Vohs, K. D., Park, J. K., & Schmeichel, B. J. (2013) · Journal of Personality and Social Psychology · doi:10.1037/a0030478 · Cited by 74 · see citing works
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Wise interventions: Psychological remedies for social and personal problems.
Walton, G. M., & Wilson, T. D. (2018) · Psychological Review · doi:10.1037/rev0000115 · Cited by 617 · see citing works
Improving Student Outcomes in Higher Education: The Science of Targeted Intervention
Harackiewicz, J. M., & Priniski, S. J. (2018) · Annual Review of Psychology · doi:10.1146/annurev-psych-122216-011725 · Cited by 429 · see citing works
Education Technology: An Evidence-Based Review
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Scaling up behavioral science interventions in online education
Kizilcec, R. F., Reich, J., Yeomans, M., Dann, C., Brunskill, E., Lopez, G., Turkay, S., Williams, J. J., & Tingley, D. (2020) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.1921417117 · Cited by 208 · see citing works
Self-citationTackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions
Easterbrook, M. J., & Hadden, I. R. (2021) · Social Issues and Policy Review · doi:10.1111/sipr.12070 · Cited by 110 · see citing works
Eccleston, 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 · see citing works
Holstein, K., & Doroudi, S. (2021) · arXiv · doi:10.48550/arxiv.2104.12920 · Cited by 29 · see citing works
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
- Authors
- Kizilcec, R. F., Saltarelli, A. J., Reich, J., & Cohen, G. L.
- Affiliations
- Stanford University (US)
- Massachusetts Institute of Technology (US)
- Corresponding author
- Kizilcec, René F.
- Venue
- Science
- Published
- 2017-01-20
- Volume
- 355
- Issue
- 6322
- Pages
- 251-252
- ISSN
- 0036-8075 (ISSN-L)
- 1095-9203
- OpenAlex
- W2578204315
- Cited by
- 210
- References
- 7
- Citations by year
- 2026: 19 · 2025: 20 · 2024: 22 · 2023: 15 · 2022: 19 · 2021: 25 · 2020: 18 · 2019: 36 · 2018: 25 · 2017: 11
- FWCI
- 29.47
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Science (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Sociology and Political Science › Social and Intergroup Psychology
- Keywords
- MOOCs, brief intervention, social identity threat
- MeSH terms
- Work Performance, Developing Countries, Humans, Human Development, Learning, Memory, Short-Term, Online Systems, Social Identification, Education, Distance
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