RUNNING HEAD: MOOC GLOBAL DIGITAL DIVIDE: REALITY OR MYTH?

MOOC Global Digital Divide: Reality or Myth?

Celestino Valentin, MBA, Ph.D.- HRD TAMU Student/Teaching Assistant Dr. Fredrick Nafukho, Professor & Head Educational Administration & Human Resource Development Detra Johnson, MBA, Ph.D. TAMU Student Marie A. Valentin, MBA, Ph.D.- HRD TAMU Student/Teaching Assistant John LeCounte, MBA, Ph.D.- HRD TAMU Student/Graduate Assistant Texas A&M University 511 Harrington Tower 4226 TAMU College Station, TX. 77843-4226 [email protected] [email protected] [email protected] [email protected] [email protected] Stream: Strategic HRD - Building learning culture, capacity and capability Submission Type: Refereed Paper 1250 words max.

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GLOBAL DIGITAL DIVIDE: REALITY OR MYTH?

MOOC Global Digital Divide: Reality or Myth?

Abstract The purpose of this research paper is to help address the question of global digital divide and provide the readers with scholarly information to help them reach their own conclusions, and answer to the question, “Is there really a MOOC global digital divide gap or is it just a myth?”. The method used included a critical review of the literature and a non-traditional open approach to research which includes utilization of websites, blogs, MOOCs website articles, peer reviewed scholarly journals, books and platform website information. Findings include total number of MOOC users, platform providers, countries involved, and addressing three fundamental research questions and key findings related to human resource development.

Keywords: MOOCs, Digital Divide, Human Resource Development, Global, Experiential Learning

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GLOBAL DIGITAL DIVIDE: REALITY OR MYTH?

MOOC Global Digital Divide: Reality or Myth?

The question of digital divide has been researched extensively, “Whether one buys into the notion of a digital divide with substantial societal consequences is not of simply intellectual curiosity. It has very substantial economic and political implications: from taxes on telephone service that are targeted to fund remedies in rural areas and poor neighborhoods to the broader skills that will be available in the workforce” (Compaine, 2001, p. xii). The advent of the satellite and cellular phone utilization has revolutionized the world through cost effective accessibility measures and digital communication availability, in 2012, “there were almost 1.5 billion mobile internet subscriptions worldwide” (Marceax, 2013). The gap of the digital divide is once again being revisited through the creation of Massive Open Online Courses (MOOCs) as a global educational resource to the world population in general and in developing countries in Africa, Latin America, and South Asia. Purpose The purpose of the research paper is to establish the extent of the MOOC digital divide and to demonstrate from literature the technological gap that is present in rural and developing countries. In addition, the paper seeks to address strategies that should be explored to reduce the level of digital divide in the use of MOOCs to develop workforce competencies world over utilizing resources such as Human Resource

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Development (HRD). Richard A. Swanson defines HRD as, “a process of developing and unleashing expertise for the purpose of improving organizational system, work process, team, and individual performance”. (Swanson & Holton, 2009, p. 8) Research questions To address the purpose of the paper, the following research questions guide this study. 1) What is happening on a global level with regard to MOOCs providers and students enrolling in MOOCs? 2) What efforts are being made to address the problem of MOOCs digital divide? 3) What strategies should be implemented to successfully design and deliver MOOCs in Africa and other developing regions of the world? Theoretical / Conceptual Framework The premise of this conceptual framework is based on Kolb’s experiential learning theory which encompasses a four stage process consisting of, concrete experience, reflective observation, abstract conceptualization and active experimentation (Kolb & Kolb, 2005). In relation to MOOCs global utilization, 1) Concrete experience stems from the direct academic and practical knowledge of the MOOC developer/designer. 2) Reflective observation is based on world digital divide in regions such as Africa, South Asia and Latin America. 3) Abstract conceptualization relates to the vision of a MOOC development and 4) Active experimentation refers to the implementation process of the MOOCs. Experiential learning theory is “the process whereby knowledge is created through the transformation of experience. Knowledge

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results from the combination of grasping and transforming experience” (Kolb D. , 1984, p. 41). Methods The method used included a basic review of the literature and a non-traditional open approach to research which includes utilization of: -

Data Bases, Refereed Journals, MOOC Websites, Blogs, Practitioner publications, Book publications, and Platform provider websites.

The basic literature review process involves these main areas of focus which are research interest, research topic, literature review and research thesis. Research interest is Massive Open Online Courses (MOOCs), research topic is Global digital divide, literature review is searching through articles and publications related to topic, and research thesis is presented through the questions poised in this article. The first step taken was to have an understanding of terminology and definitions for digital divide, MOOCs and myth. Digital divide has been defined as, “… a social/political issue referring to the socio-economic gap between communities that have access to computers and internet and those who do not. The term also refers to gaps that exist between groups regarding their ability to use (ICT’s) Information and Communication Technologies, effectively due to differing levels of literacy and technical skills…and access to quality, useful digital content” (wordiQ.com, 2013). The term MOOC on the other hand has been defined as, “a course of study made available over the Internet without charge to a very large number of people: anyone who decides to take a MOOC simply logs on to the

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website and signs up” (Oxford Dictionaries, 2013). While a myth has been defined as, “a traditional story, especially one concerning the early history of a people or explaining some natural or social phenomenon, and typically involving supernatural beings or events. A widely held but false belief or idea” (Oxford Dictionaries, Oxford, 2013).

Findings As illustrated in Table.1 the issue of MOOCs digital divide based on provider of the MOOCs platform is a reality. Of the over 600 MOOCs offered, none are based in low income and middle income countries. All MOOCs platforms are based in Europe and North America. While 125 universities are participating in MOOCs with over 8.1 million users, none of the universities are based in Africa, Asia, and Latin America. How do we address this digital divide? Perhaps if there is a certain level of success documented in current areas of MOOCs, there will be empirical evidence showing the significance of developing a platform in those regions of the world. How do we move from being mere consumers or users of MOOCs to being producers of MOOCs? It is the authors believe that there may be a, Diffusion of innovations which is “a theory that seeks to explain how, why, and at what rate new ideas and technology spread through cultures” (Rogers, 2003). The following table1, MOOCs Global Digital Divide, contains general information gathered by the authors to view where MOOCs launched, source, platform(s), countries, universities, description and implications related to MOOCs.

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Table1. MOOCs Global Digital Divide MOOC Global Digital Divide: Reality or Myth? Year /Launched Author/Source

Platform

Countries / Universities

Alison - Advance (Alison, 2013), Learning http://en.wikipedia.org/wiki/ Interactive ALISON_(company) Systems Online Ireland

2007, April

Udacity 2013, http://en.wikipedia.org/wiki/ 2012, February Udacity Udacity

United States, Stanford

2012, April

(Coursera, 2013)

United States, Stanford, Princeton, University of Michigan, University of Pennsylvania

2012, May

www.edx.org, http://en.wikipedia.org/wiki/ EdX edX

Coursera

(Iversity, 2013), http://en.wikipedia.org/wiki/ 2013 , October iversity Iversity Approximate Total and counting

Number of Users Number of Countries Number of Visits/lessons Number of MOOC's Number of Universities

Description Started in 2007 in Ireland, Users located in USA, UK and India, Delivered 60 million lessons, 1.2 milion unique visits per month, 250K+ graduates, 500+ courses Launched Feb. 2012, 400,000 users, students in 468 countries, in the summer of 2012, USA, India, Britain, Germany

5.2 million users, 92 partner universities

Launched in May 2012, 1.2 million users, 29 United States, MIT and schools plan offer or Harvard plan to offer courses Germany - KU Leuven, Started as an LMS Universidad Automa de 2008, officially Madrid, University of launched Oct. 15th Florence, the University of 2013, over 100,00 Hamburg and The Pratt users and up to 24 Institute in New York MOOC's

Implications

Over 500 courses across certificate and diploma level in ten languages, English, Spanish, French, Portuguese, Russian, Arabic, Chinese, Hebrew, Hindi, Urdu

For profit educational organization, Partnership with San Jose State University Educational Technology company, English, Spanish, French, Chinese, Arabic, German, Italian, World Bank - New pilot initiative in Tanzania, Africa Open source software, partnership with educational institutions in USA, China, Mongolia and India

Courses open and free, In German and English

8.1 million + 400 + 60 Million + 600 + 125 +

Thus, in addressing the MOOC, “Global Digital Divide: Reality or Myth?” question and the advent of MOOCs as a source to fill in the digital gap, we may ultimately be addressing the issue of providing real substantial educational resource to rural and low income countries that have traditionally been left behind of the technological era.

GLOBAL DIGITAL DIVIDE: REALITY OR MYTH?

Furthermore, answering the research question, “What is happening on a global level with regard to MOOC providers and students enrolling in MOOCs?” the authors have researched MOOC’s resources and platforms. Listed are examples of global resources available to help address the gap of the digital divide in technology and education resources for low income and middle income countries. While MOOCs may be providing a source of leveling the educational platform by offering, “Take the World’s best courses, online, for free” through Coursera, which is at “5,231,479 Courserians, 468 countries and 92 partners” as per their website and counting (Coursera, 2013), the fact that none of the MOOC platforms are based in low and middle income countries raises more questions than answers. While, there are numerous platforms now available throughout the world to help close the digital divide gap, such as, Udacity, “Learn. Think. Do. Invent your future through free interactive college classes” and their belief in “We are reinventing education for the 21st century by bridging the gap between realworld skills, relevant education, and employment” (Udacity, 2013), none of these platforms are based in low or middle income countries. Another leading MOOCs source based in the US, edX, involves great courses from the world’s best universities such as: Massachusetts Institute of Technology (MIT), Harvard University, Berkeley University of California, The University of Texas System, Australian National University, TU Delft, Ecole Polytechnique Federale De Lausanne, Georgetown University, McGill, Rice, University of Toronto, Wellesley, Berklee college of music, Boston University, Cornell University, Davidson, The University of Hong Kong, The Hong Kong University of Science and Technology, IIT Bombay, Karolinska Institutet, Kyoto University, UCL Universite Catholique de Louvain, Peking University, Seoul National University,

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Tsinghua University, Technische Universitat Munchen, The University of Queensland Australia, University of Washington and Caltech are involved in the edX MOOC (edX, 2013). None of these institutions are from Africa. The MOOCs resources are located internationally as well such as, Iversity in Europe, “Education. Online. Free. We bring higher education into the digital age. With our courses, online-teaching becomes interactive, social and accessible around the globe” (Iversity, 2013). Another platform is from Ireland, (Alison), Advance Learning Interactive Systems Online Platform, “Alison, A New World of Free Certified learning” (Alison, 2013). What efforts are being made to address the problem of MOOCs digital divide? Global technological and internet access allow MOOCs and education resources to reach the masses. In the case of Africa, with the support from the World Bank, a new pilot initiative in Tanzania is seeking to incorporate Coursera platform for online courses by 2014. (Trucano, 2013). This initiative is significant, since in1997, the World Bank played a significant role in initiating the first virtual learning program in Africa through the African Virtual University Project (Nafukho & Muyia, 2013). Based on the experiences and pragmatic lessons learned from the virtual learning project, it is hoped that the World Bank’s MOOCs project in Tanzania, will play another critical role in the development of MOOCs in Africa and in Latin America, regions most affected by the digital divide. Implications MOOC’s have been introduced to reduce the gap of the global digital divide to education and technological knowledge accessibility. Addressing the implications that

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employers worldwide are asking about MOOC’s technology and the ability to have an educated and skilled workforce. For instance, employers from developing countries such as Tanzania have concerns regarding the ever growing virtual workplace competencies, as noted, “Employers in Tanzania complain that there is a mismatch of skills in the labor market-relevant IT skills” (Trucano, 2013). In response to “What strategies should be implemented to successfully design and deliver MOOCs in Africa and other developing regions of the world?” technological innovations have made it possible to finally reach all parts of the globalized society including Africa through MOOC’s development, intervention and training. The time has come and “Consumers are increasingly able to afford and access mobile broadband services, with countries such as Kenya, China and Nigeria… rural population in developing countries amounted to a sizeable 3.2 billion in 2012” (Marceax, 2013). Perhaps there needs to be a transformational learning which is, “the fundamental premise is that people, just like organizations, may engage in incremental learning or in deeper learning that requires them to challenge fundamental assumptions and meaning schema they have about the world” (Swanson & Holton, 2009, p. 215). Conclusions This author’s intention of this research article was to explore possibilities of filling in the gap of the global digital divide and exposing it as a real area of concern to the world population in general and to explore human resource development as an intervention opportunity for MOOCs. Based on the research presented there is an opportunity to reach the low and middle income countries through the implementation of

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MOOC’s and developing partnerships with universities, countries and platform providers. Even in high income countries, digital divide exist among urban, suburban and rural communities. In addition, social economic status determines who has access to high speed internet and can therefore access MOOC courses. While cloud schools are becoming a reality and MOOCs are reinventing higher education, we must never lose sight of the issue of digital divide when it comes to promoting educational access through MOOCs.

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References Alison. (2013, October 20). Alison. Retrieved October 20, 2013, from Alison A New World of Free Certified Learning: http://alison.com/free-training/About-ALISON Compaine, B. M. (2001). The Digital Divide: Facing a Crisis or Creating a Myth? In B. M. Compaine, The Digital Divide: Facing a Crisis or Creating a Myth? (p. Page Xii). Cambridge, Mass.: MIT Press, ISBNs 9780262531931. 9780262287029. Coursera. (2013, October 20). Take the world's best courses, online, for free. Retrieved October 20, 2013, from Coursera: https://www.coursera.org/ edX. (2013, October 20). edX website. Retrieved October 20, 2013, from edX Take great courses from the world's best universities: https://www.edx.org/ Iversity. (2013, October 20). Iversity website. Retrieved October 20, 2013, from Iversity: https://iversity.org/ Kolb, A., & Kolb, D. (2005). Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of Management Learning & Education, 193-212, Vol.4, No.2. Kolb, D. (1984). Experiential Learning: Experience as the source of learning and development. New Jersey: Prentice-Hall. Marceax, P. (2013, October 18). Euromonitor International. Retrieved October 20, 2013, from The Global Transfer of Digital Consumption to Small and Wireless Screens: http://blog.euromonitor.com/2013/10/qa-the-global-transfer-of-digital-consumption-to-smalland-wireless-screens.html Nafukho, F., & Muyia, M. (2013). The World Bank's Africa Virtual University Project: A Revisit. European Journal of training and Development, 4, Vol. 37, No.7. Oxford Dictionaries. (2013, October 20). Oxford. Retrieved October 20, 2013, from Oxford Dictionaires definition of Myth: http://www.oxforddictionaries.com/us/definition/american_english/myth Oxford Dictionaries. (2013, August 1). Oxford Dictionaries definition of MOOC. Retrieved October 20, 2013, from Oxford Dictionaries: http://www.oxforddictionaries.com/definition/english/MOOC Rogers, E. M. (2003). Diffusion of Innovations 5th edition. New York, N.Y.: Free Press. Swanson, R., & Holton, E. (2009). Foundations of Human Resource Development 2nd edition. San Francisco, California: Berret-Koehler Publishers inc. Trucano, M. (2013, April 12). EDuTech. Retrieved October 20, 2013, from EduTech - A world bank blog on ICT use in Education: http://blogs.worldbank.org/edutech/moocs-in-africa

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GLOBAL DIGITAL DIVIDE: REALITY OR MYTH? Udacity. (2013, October 20). Udacity Learn. Think. Do. Invent you future through free interacitve college classes. Retrieved October 20, 2013, from U - Udacity: https://www.udacity.com/ Wikipedia. (2013, October 19). Wikipedia Article Iversity. Retrieved October 21, 2013, from Wikipedia The Free Encyclopedia: http://en.wikipedia.org/wiki/Iversity wordiQ.com. (2013, October 20). WordiQ. Retrieved October 20, 2013, from wordiQ Digital Divide Definition: http://www.wordiq.com/definition/Digital_Divide

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