Attualizzare il learnfare: un nuovo legame tra lifelong learning e welfare

Lodigiani, Rosangela

doi:10.3280/sl2020-156004

Cited by 1 publication

(1 citation statement)

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“…Finally, this situation may give rise to new areas of potential discrimination. Consistently with the growing individualization of the responsibility for training (Lodigiani, 2020), MOOCs may contribute to a shift of responsibility for and the burden of training from the employer to the employees, who train themselves at their own expense and outside working hours. Certainly, MOOCs do not imply high monetary costs of entry; nevertheless, they require time, effort and good individual resources.…”

Section: Discussionmentioning

confidence: 99%

“The contribution of MOOCs to upskilling the labor force”

Goglio

Bertolini

2021

JWL

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Purpose The study aims to investigate whether participation to massive open online courses (MOOCs) may lead to labor market returns and through which mechanisms such relative advantage may take place. Indeed, despite high figures of registered users, empirical studies on occupational returns are limited and MOOCs may represent a viable, cost-efficient example of lifelong learning practice to respond to the demand of a better skilled workforce for the fourth industrial revolution. Design/methodology/approach The study is based on qualitative empirical material constituted by a set of 21 qualitative semi-structured interviews conducted in 2019 among learners who registered in MOOCs provided by European higher education institutions. Findings Interviews return a situation in which MOOCs are beneficial for work: learners appreciate the new knowledge and skills they can access, with time flexibility and low entry cost. However, MOOCs positive contribution is not at everyone’s reach: self-selection issues tend to further advantage individuals with high levels of education and individual resources. Moreover, MOOCs can increase the risk of a shift of responsibility for training to the employees and qualify as a lower tier type of qualification, reinforcing social closure mechanisms based on educational credentials. Originality/value The study contributes to the empirical analysis of MOOCs economic returns empirically, by providing original qualitative material. Second, it contributes theoretically by bridging literature on economic and occupational returns to education on one side and literature on digital technologies in education on the other, providing new insights on the potentials and limits of MOOCs as a new form of lifelong learning.

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Section: Discussionmentioning

confidence: 99%