The Rise of MOOCs for Adult Learners

Hi everyone! I hope you are enjoying the content so far.

In this section, we will talk about MOOCS and their importance for adult learners. Over the past decade, Massive Open Online Courses (MOOCs) have transformed how adults access education. Platforms like Coursera, edX, and Udemy promised to democratize learning by offering free or low-cost courses from top institutions to anyone with an internet connection. For many adult learners, especially those juggling work, family, and financial pressures, MOOCs seemed like the answer to long-standing barriers in higher education.

The reason is clear: MOOCs provide flexibility and access to high-quality content without the costs of traditional college. For adult learners looking to upskill or shift careers, these platforms offer a buffet of topics, from coding to business to psychology (Laurillard, 2016). Whether it is a Google certificate on Coursera or a university course on edX, adults can now engage in learning on their own terms, often from the comfort of home.

But with the initial excitement came some tough questions, especially when viewed through an equity lens. While MOOCs aim to be open to all, research shows that many of their most active users already have college degrees and come from more privileged backgrounds (Hansen & Reich, 2015). In other words, those who might benefit most, such as low-income adults, those with limited access to education, and learners of color, are often underrepresented or face barriers to completion.

Critics also point to issues of engagement and retention. Completion rates in MOOCs are notoriously low, sometimes less than 10% (Jordan, 2015). Why? Without support systems like advising, mentoring, or peer interaction, many learners struggle to stay motivated. And while platforms like Coursera and edX have made strides by offering certificates, pathways to degrees, and more interactive features, these efforts still often cater to the already advantaged.

However, that is not to say MOOCs do not have value, they absolutely do. But as the excitement levels off, educators and policymakers must ask: Are we widening the gap or closing it? Can MOOCs evolve to meet the needs of all adult learners, especially those historically excluded from higher education?

As we move forward, it’s essential to think not just about access, but about equitable access, ensuring learners have the support, guidance, and opportunities they need to succeed. Because true educational equity means more than just opening the doors, it means helping everyone walk through them and thrive equally.

 That is all for this week. Talk to you soon!


The Great Gatsby.


References

Hansen, J. D., & Reich, J. (2015). Democratizing education? Examining access and usage patterns in massive open online courses. Science, 350(6265), 1245–1248. https://doi.org/10.1126/science.aab3782

Jordan, K. (2015). Massive Open Online Course (MOOC) completion rates: Revisited. eLearning Papers, 42, 1–10.

Laurillard, D. (2016). The educational problem that MOOCs could solve: Professional development for teachers of disadvantaged students. Research in Learning Technology, 24, 29369. https://doi.org/10.3402/rlt.v24.29369

Comments

  1. Content CreatorMay 20, 2025 at 7:26 PM

    Love the idea of "just in time learning" and MOOCS! What is your take on the driving ecosystem of MOOCS? In another class we evaluated digital badges related to MOOCS and found. like you said, as the excitement wears off, do employers find value in the digital badges? What are your thoguhts?

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