An Examination of MOOC Usage for Professional Workforce Development Outcomes in Colombia, the Philippines, & South Africa

"Online courses have the potential to expand quality education and career training worldwide. Yet few people in developing countries access Massive Open Online Courses (MOOCs), despite the fact that MOOCs are open to the public and often free....The potential for increasing MOOC uptake and improving employment opportunities, especially for more marginalized populations, is clearly there."

Based on surveys of 1,400 Massive Open Online Courses (MOOC) users and 2,250 non-users aged 18 to 35 in Colombia, the Philippines, and South Africa, this study reveals a number of flaws associated with the frequently held perception that MOOC usage is largely inhibited in developing economies by underdeveloped technological infrastructure and reduced income levels. The report is a culmination of research conducted by the Technology & Social Change Group (TASCHA) at the University of Washington's Information School as part of the Advancing MOOCs for Development Initiative, which was launched by the United States (US) Agency for International Development (USAID) and CourseTalk (with management by IREX) in a quest to determine how online education can best help young adults across the developing world grow successful careers.

The research shows that the low completion rates and homogenous demographics found among users in the US and similar nations do not hold true worldwide. ("Many people assumed that in developing countries, MOOCs would only be used by the rich and well-educated," said lead researcher Maria Garrido....We were excited to find that this is not the case.") Sample findings:

• Low- and middle-income populations make up 80% of MOOC users, in contrast to wealthier populations reported elsewhere.
• Over 80% of MOOC users only have basic- or intermediate-level information and communication technology (ICT) skills, challenging the belief that MOOCs are predominantly taken by people with higher-level skills.
• Less than half of the MOOC users surveyed had completed college, compared to the 71% found in a 2015 study that had nearly one-third of respondents based in the US. In the developing world study, a quarter of MOOC users reported high school as their highest level of education finished.
• 49% percent of MOOC users received certification in a MOOC; the rate was even higher - 70% - when limited to employed respondents. Nearly 80% of all MOOC users said they had completed at least one course. While the rate of students in the US and Europe completing at least one MOOC is not known, individual course completion rates in those regions hover between just 5% and 10%.
• Women are more likely than men to complete a MOOC or obtain certification.
• Across educational and income levels, young people surveyed for the study believe that online courses are not inferior to face-to-face education. Although social learning is favoured, for these young people online learning offers similar benefits as learning in a classroom. In addition, young people are interested in taking advantage of these learning environments to improve their employment opportunities by gaining skills through MOOCs.
• The main motivations of MOOC users were found to be in gaining specific job skills (61%), preparing for additional education (39%), and obtaining professional certification (37%). Users in more economically advanced countries have tended to report higher levels of learning for personal fulfillment, such as in a study of Coursera users with two-thirds of subjects living in developed countries; that study found more students enrolled "just for fun" than for any other reason.
• The most significant barrier inhibiting MOOC use in Colombia, the Philippines, and South Africa is awareness: 79% of non-users surveyed had never heard of a MOOC. Women represent the majority of non-users sampled in the study who are not aware of MOOCs. Among those non-users who were familiar, lack of time (50%) was by far the largest barrier to MOOC participation. Contrary to the assumption that technology is the main hurdle facing MOOC adoption in developing countries, factors such as high internet cost (6%), low computer skills (2%), and lack of computer access (4%) were some of the least frequently mentioned barriers.

The research also examined the perspectives of government agencies, academic institutions, and employers about their awareness and perceptions of MOOCs. The core findings in these domains may be of interest to policymakers, educators, and employers. For instance:

• Employers were generally positive about MOOCs, although they mentioned barriers including the predisposition that in-person or blended learning offers more opportunities to learn practical skills, and a bias against considering a candidate who only has only been certified through MOOCs over concern of quality control.
• At varying levels of government, there is general awareness of the potential of using MOOCs to advance workforce development, yet it is highly compartmentalised and not embedded in any national strategy in the countries examined.
• Government respondents identified ICT infrastructure and skills as the major barrier to MOOC uptake, a stark contrast to the views of both MOOC users and non-users.
• MOOCs offered by government institutions, more than academic institutions, are increasing in prominence and offer the most promise for workforce development outcomes due to the opportunity to link government certification to courses.

Recommendations, many of which highlight the importance of partnership, include:

• Countries should look to their own education ministries, or as in the case of the Philippines and Colombia, special education authorities that have been established to promote specific agendas. These bodies can play a role and link between MOOC providers, employers, and users, lending credibility and a channel to reach large numbers of potential users.
• Raising awareness of and coordinating efforts among different government institutions could lead to increased uptake of MOOCs, leveraging an already brewing interest among young people in online learning. Government agencies working in areas of workforce development, education, and general strategies for poverty reduction should integrate MOOCs into already existing training programmes. More coordination among government institutions, training providers, and employers could maximise the use of these online learning platforms, particularly if the MOOCs offered are aligned with the skills needed in the labour market. Increasing access to educational opportunities through MOOCs must be complemented with other programmes that promote wider access not only to training opportunities, but also to assisting young people in developing connections with potential employers and guiding them through job search and application processes.
• Government agencies should partner with educational institutions, libraries, and social organisations and implement MOOC awareness strategies that begin in primary and secondary education settings. Awareness strategies that are based on a life-cycle approach can extend the benefits of these learning platforms not only for young women of working age, but also for those still in school who can engage in MOOCs at an earlier age, expanding their educational horizons and professional aspirations. Awareness efforts must encompass the different realities and needs of women in different contexts since they face additional social and cultural obstacles in terms of equal access to education and employment. Nevertheless, the integration of MOOCs into gender-centric workforce development strategies can increase the choices women have to gain skills for employment in nontraditional occupations, combating stereotypes in the labour market while offering women better access to quality jobs.
• MOOC providers should increase their presence in social media to raise awareness among youth about these learning platforms and their potential use for advancing employability goals. These providers should also devote efforts to partnering with intermediary institutions such as schools, public libraries, and other social organisations that work with young people.
• Government workforce development agencies and MOOC providers should work together with employers to jointly identify the skillsets needed for various industry sectors and job categories. MOOC providers can then develop MOOCs curricula that address these skills and teach them in effective ways. In addition, workforce development agencies working in partnership with educational accreditation institutions can develop testing criteria and systems for young people engaging in these learning environments to more accurately demonstrate the skills gained through MOOCs.
• Government agencies and MOOC providers should consider partnering with local organisations that provide internet and technology access and a physical space for learning. MOOC providers should explore providing less bandwidth-intensive course materials and increase the offering of courses designed to work on mobile devices.
• Governments can be more effective if they identify a set of MOOC courses young people can take to prepare for professional certification or specialisation or that can lead to a degree.

The report concludes with questions for future research, such as: What are the MOOC usage patterns in other countries? What are the particular decision-making mechanisms and other factors that motivate users to engage with MOOCs? What accounts for the high levels of MOOC completion and certification rates? What factors can explain the low participation of unemployed young people in MOOCs? How are women are using MOOCs in developing countries and what strategies could maximise these learning platforms to improve their employment opportunities? How can MOOCs advance the development of ICT and domain-specific skills?