Page:The battle for open.pdf/171



Problems with Openness

The previous section was concerned with philosophical or political reservations about open education. In this section some of the more specific problems associated with an open approach will be raised. This will not be an exhaustive list of such issues, but rather a representative one, with the intention of highlighting some of the problems that arise as a direct consequence of openness.

One of the most worrying problems associated with open education is that it isn’t reaching the people it needs to, or claims to. As we have seen, much of the rhetoric for both OERs and MOOCs stresses the democratising nature of open approaches. While anecdotes are often used to back up this claim, the evidence does not support it. There seems to be a clear trend that the majority of users of open education material are those who are experienced learners already. For example a survey of users of the OU’s OpenLearn OER repository found that it is often used by ­well-​­educated, ­well-​­qualified, employed informal and formal learners. For example, 26% of respondents indicated that they have undergraduate qualifications and a further 20% that they have postgraduate qualifications (Perryman, Law & Law 2013). Similarly the OpenCourseWare Consortium conducted a survey of users and found that nearly half were students currently undergoing secondary or university-​­level education, 22% were working professionals and 8% were teachers or faculty members (OCWC 2013). MOOCs exhibit similar learner demographics, with a study by Edinburgh University on the people using their six Coursera-​­based MOOCs showing that 70% of participants were qualified to undergraduate level or above (Edinburgh MOOC group 2013). Christensen et al. (2013) also found that across 32 MOOCs, learners tended to be young, white, educated, employed males.