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Cross-national comparison of gender differences in the enrollment in and completion of science, technology, engineering, and mathematics Massive Open Online Courses

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  • Suhang Jiang
  • Katerina Schenke
  • Jacquelynne Sue Eccles
  • Di Xu
  • Mark Warschauer

Abstract

Massive Open Online Courses (MOOCs) have the potential to democratize education by providing learners with access to high-quality free online courses. However, evidence supporting this democratization across countries is limited. We explored the question of MOOC democratization by conducting cross-national comparisons of gender differences in the enrollment in and completion of science, technology, engineering, and mathematics (STEM) MOOCs. We found that while females were less likely than males to enroll in STEM MOOCs, they were equally likely to complete them. Further, a higher probability to enroll in STEM MOOCs and smaller gender gaps in STEM MOOC enrollment and completion were found in less gender-equal and less economically developed countries.

Suggested Citation

  • Suhang Jiang & Katerina Schenke & Jacquelynne Sue Eccles & Di Xu & Mark Warschauer, 2018. "Cross-national comparison of gender differences in the enrollment in and completion of science, technology, engineering, and mathematics Massive Open Online Courses," PLOS ONE, Public Library of Science, vol. 13(9), pages 1-15, September.
    • Handle: RePEc:plo:pone00:0202463
    DOI: 10.1371/journal.pone.0202463
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    References listed on IDEAS

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    1. World Bank, 2012. "World Development Indicators 2012," World Bank Publications - Books, The World Bank Group, number 6014.
    2. Ezekiel J. Emanuel, 2013. "MOOCs taken by educated few," Nature, Nature, vol. 503(7476), pages 342-342, November.
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    Cited by:

    1. Cheonjae Lee & Walter Timo de Vries, 2019. "Sustaining a Culture of Excellence: Massive Open Online Course (MOOC) on Land Management," Sustainability, MDPI, vol. 11(12), pages 1-21, June.
    2. Jude S. Brereton & Kat Young, 2022. "Establishing Social Learning in an Engineering MOOC: Benefits for Diversity and Inclusion in Engineering Education," Sustainability, MDPI, vol. 14(9), pages 1-24, May.
    3. Sandra Ricart & Rubén A. Villar-Navascués & Salvador Gil-Guirado & María Hernández-Hernández & Antonio M. Rico-Amorós & Jorge Olcina-Cantos, 2020. "Could MOOC-Takers’ Behavior Discuss the Meaning of Success-Dropout Rate? Players, Auditors, and Spectators in a Geographical Analysis Course about Natural Risks," Sustainability, MDPI, vol. 12(12), pages 1-18, June.
    4. Sadaba, Barbara & Vujić, Sunčica & Maier, Sofia, 2024. "Characterizing the schooling cycle," Economic Modelling, Elsevier, vol. 132(C).
    5. Walter Alexander Mata-López & Sergio Tobón, 2018. "Analysis of Factors Associated to the Enrollment and Demand of Computing-Related Careers," Social Sciences, MDPI, vol. 8(1), pages 1-18, December.

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