Content matters: How online language content gives rise to digital divides

William Grace, Caroline Stratton, Fred Fonseca

Research output: Contribution to journalArticlepeer-review


Objective: We examine the language content of Massive Open Online Courses (MOOCs) to consider how features of online content unequally structure access to capital‐enhancing uses of the Internet and contribute to digital divides.<br><br>Methodology: This study adopts a mixed‐methods approach using descriptive statistics to examine the distribution of language content among MOOCs, and qualitative content analysis to understand the motivations, resources, and methods behind initiatives to create MOOC language content.<br><br>Results: The availability of MOOCs varies significantly by language, with a preponderance of English‐language courses available compared to other world languages. Furthermore, a qualitative content analysis of initiatives to expand MOOC language content reveals a diverse ensemble of actors whose varied motivations, resources, and methods may widen existing inequalities structuring access to online learning despite expanding the availability of MOOCs in non‐English la
Original languageEnglish
Pages (from-to)1999-2016
JournalSocial Science Quarterly
StatePublished - Sep 18 2019


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