Inclusivity and diversity on massive open online course platforms: a multicultural evaluation of NovoEd

Purpose Drawing on Banks’ framework for multicultural education, this study aims to evaluate the effectiveness of the NovoEd platform in addressing the challenges of multicultural education and fostering a collaborative and inclusive learning environment for a diverse student body. Design/methodology/approach A qualitative research design was used, utilizing observational fieldnotes and semistructured interviews with a diverse cohort of students enrolled in various courses on the platform. Data were analyzed thematically to identify key issues related to inclusivity, equity and engagement in the learning process. Findings NovoEd’s team-based learning model promotes cross-cultural collaboration, enhancing students’ perspectives of global issues. However, time zone differences, connectivity issues and language limitations hinder full participation, limiting the effectiveness of collaborative activities, particularly for students from underresourced regions. Furthermore, NovoEd’s focus on corporate partnerships and US-centric perspectives can alienate non-Western students. The ethical implications of its business model also raise questions about the impact of data harvesting on students’ privacy and autonomy. Practical implications This study recommends offering offline resources, enhancing language support, diversifying course content to reflect global perspectives and adopting more ethical data practices to create a more inclusive learning environment. Originality/value By linking the findings to Banks’ framework, this study contributes to the broader discussion on designing more inclusive and equitable online courses. It offers insights into the intersection of digital equity, multicultural education and the commercialization of online learning for educators, course designers and platform developers.