Source: http://newsoffice.mit.edu/2015/mit-harva...

“What jumped out for me was the survey that revealed that in some cases as many as 39 percent of our learners are teachers,” Chuang says. “This finding forces us to broaden our conceptions of who MOOCs serve and how they might make a difference in improving learning.”

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First, while many MOOC creators and providers have increased access to learning opportunities, those who are accessing MOOCs are disproportionately those who already have college and graduate degrees. The researchers do not necessarily see this as a problem, as academic experience may be a requirement in advanced courses. However, to serve underrepresented and traditionally underserved groups, the data suggest that proactive strategies may be necessary.

“These free, open courses are phenomenal opportunities for millions of learners,” Ho emphasizes, “but equity cannot be increased just by opening doors. We hope that our data help teachers and institutions to think about their intended audiences, and serve as a baseline for charting progress.”