Improving Massive Open Online Courses to Reduce the Inequalities Created by Colonialism

Abstract

Many nations that were once colonized continue to suffer from the economic effects of the colonial period. People in countries with high levels of poverty may benefit from taking massive open online courses (MOOCs) because these courses are broadcast for free or for considerably less than the cost of enrolling in traditional classes. However, these courses have been criticized for maintaining the inequalities created by colonialism. This study focuses on exploring whether MOOCs create inequalities toward people living in the Global South. It addresses how language, access to technology, and economic insecurity may make these courses less beneficial for people from low-income families than for those from more privileged backgrounds. It begins with a discussion of how colonialism impacted many nations in the world. Although many nations became free of colonial rule, colonialism led to economic instability, much of which persists to the present day. The findings indicate that MOOCs contribute to inequalities in several ways. One of these ways is by not providing enough support to help people from low-income families complete these courses. Another relates to the cost associated with having a strong internet connection and the other resources needed to submit work on time. The findings offer ideas on improving MOOCs. These ideas include offering MOOCs in the native languages of people living in the Global South and avoiding offering these courses according to the xMOOC model.

Methodological Insights for Decolonising Research and EdTech

“…They note that Open Educational Resources "provide opportunities to diversify the curriculum and challenge the dominance of Eurocentric and Western knowledge" and "promote the democratisation of knowledge by removing barriers to access and participation in education" (p. 2) by allowing educators to adapt content for their own contexts, allowing for communities and individuals who have been "historically excluded or underrepresented in formal education systems to engage with educational resources (and) contribute their knowledge". However, as with Morgan [29] in addition to Smith and Scott [31], they note the vital importance of mentoring and guidance, peer collaboration, and effective learning resources and tools, as well as insightful and supportive assessment and feedback. OERs have elsewhere been critiqued as instruments of digital neocolonialism [36], but Farrow et al aim here to demonstrate how Supported Open Learning (SOL) can support researchers and communities to try to break the interlinked and "mutually reinforced" (p. 5) trifecta of the coloniality of power, of knowledge, and of being.…”

“…Morgan [29] provides something of a stinging critique of MOOCs in the Global South. He shows that there are issues with low course completion and certification, the low value employers place on MOOC qualifications, poverty and poor infrastructure hindering course attendance and completion, and a lack of course content available in native languages, with over 80% of MOOCs only being available in English (pp.…”