%0 Conference Paper %1 Kizilcec:2017:TEO:3051457.3051460 %A Kizilcec, René F. %A Davis, Glenn M. %A Cohen, Geoffrey L. %B Proceedings of the Fourth (2017) ACM Conference on Learning @ Scale %C New York, NY, USA %D 2017 %I ACM %K MOOC %P 121--130 %R 10.1145/3051457.3051460 %T Towards Equal Opportunities in MOOCs: Affirmation Reduces Gender &\#38; Social-Class Achievement Gaps in China %U http://doi.acm.org/10.1145/3051457.3051460 %X The presence of achievement gaps in Massive Open Online Courses (MOOCs) implies that not everyone who can gain access to a course shares the same opportunities to succeed. This study advances research on a social psychological barrier to achievement that exists alongside important structural barriers (e.g., Internet access, insufficient prior knowledge). Learners who experience social identity threat (SIT) - a fear of being judged negatively in light of a social group they identify with - are at risk of underperforming. An initial survey identified lower-class men as an at-risk group in an English language learning MOOC for Chinese learners (N = 1,664). In a subsequent randomized experiment, an interdependent value relevance affirmation intervention raised grades, persistence, and completion rates exclusively among lower-class men - the lowest performing group in the course (N = 1,990). Efforts to establish equal opportunities in online learning should go beyond initiatives that increase access through technology to incorporate strategies that lower psychological barriers to create safe and inclusive learning environments. %@ 978-1-4503-4450-0

@inproceedings{Kizilcec:2017:TEO:3051457.3051460, abstract = {The presence of achievement gaps in Massive Open Online Courses (MOOCs) implies that not everyone who can gain access to a course shares the same opportunities to succeed. This study advances research on a social psychological barrier to achievement that exists alongside important structural barriers (e.g., Internet access, insufficient prior knowledge). Learners who experience social identity threat (SIT) - a fear of being judged negatively in light of a social group they identify with - are at risk of underperforming. An initial survey identified lower-class men as an at-risk group in an English language learning MOOC for Chinese learners (N = 1,664). In a subsequent randomized experiment, an interdependent value relevance affirmation intervention raised grades, persistence, and completion rates exclusively among lower-class men - the lowest performing group in the course (N = 1,990). Efforts to establish equal opportunities in online learning should go beyond initiatives that increase access through technology to incorporate strategies that lower psychological barriers to create safe and inclusive learning environments.}, acmid = {3051460}, added-at = {2018-06-27T12:21:21.000+0200}, address = {New York, NY, USA}, author = {Kizilcec, Ren{\'e} F. and Davis, Glenn M. and Cohen, Geoffrey L.}, biburl = {https://www.bibsonomy.org/bibtex/2c2f9ed82000b6fc6e2da196b6ad285f7/brusilovsky}, booktitle = {Proceedings of the Fourth (2017) ACM Conference on Learning @ Scale}, description = {Towards Equal Opportunities in MOOCs}, doi = {10.1145/3051457.3051460}, interhash = {a665c6a4148a4056ee492ead4fa0dfd4}, intrahash = {c2f9ed82000b6fc6e2da196b6ad285f7}, isbn = {978-1-4503-4450-0}, keywords = {MOOC}, location = {Cambridge, Massachusetts, USA}, numpages = {10}, pages = {121--130}, publisher = {ACM}, series = {L@S '17}, timestamp = {2018-06-27T12:21:21.000+0200}, title = {Towards Equal Opportunities in MOOCs: Affirmation Reduces Gender \&\#38; Social-Class Achievement Gaps in China}, url = {http://doi.acm.org/10.1145/3051457.3051460}, year = 2017 }