Learning from MOOCs
Massive Open Online Courses (MOOCs) have opened online courses for students in significant ways. Many instructors and administrators from traditional colleges and universities question the quality of content and learning outcomes and objectives. The benefits of MOOCs are impressive, but controlling the learning environment and ensuring that students complete the course can be difficult.
One benefit for MOOCs is the fact that the diversity within the course's virtual classroom can be immense. At this point, many colleges and universities are beginning to utilize MOOCs as a means of introducing "teaser" courses to encourage potential students to enroll. Administrators hope that once students have embarked upon the first class or two, many become invested and would like to continue on with the programs. Because of accountability restrictions and learning outcome requirements due to SACCS or other federal or state programs, MOOCs currently operate on a superficial level. If there were more standardized control and outcome measurement available, then this level of engagement may change in the future.
MOOCs can offer traditional institutions many potential opportunities. One of the biggest boons within MOOCs is the vast offering of courses and diverse instructional methodology. Since MOOCs are not regimented or finitely bound by standards enforced by governmental oversight. MOOCs serve a very specific audience. These individuals do not want to enroll in courses that do not interest them. Traditional institutions require a fully rounded education that consists of many core classes; with MOOCs, students are able to customize the course loads and course length to fit personal schedules.
Bowen (2013) argued that MOOCs are beginning to creatively devise methods to measure learning outcomes and provide documentation for transcripts and graduation requirements. To this end, MOOCs have the opportunity to become even more competitive within academia. Coursera has developed a means of using faculty-led courses that will provide students with credits earned if they choose to enroll in university. The problem with all of the expansion in technology is the fact that many administrators have not chosen to keep abreast of trends (both technological or consumer). MOOCs may outpace institutions of higher learning, if administrators do not become more competitive.
MOOCs offer a variety of choice and customization that many colleges and universities have not. Ideally, MOOCs create opportunities for non-traditional students to enroll in courses that will be applicable for employment goals or personal satisfaction.
-Serena Richards
Bowen, W.G. (2013). Higher education in the digital age. Ithaka, NY: Princeton Univ. Press.
One benefit for MOOCs is the fact that the diversity within the course's virtual classroom can be immense. At this point, many colleges and universities are beginning to utilize MOOCs as a means of introducing "teaser" courses to encourage potential students to enroll. Administrators hope that once students have embarked upon the first class or two, many become invested and would like to continue on with the programs. Because of accountability restrictions and learning outcome requirements due to SACCS or other federal or state programs, MOOCs currently operate on a superficial level. If there were more standardized control and outcome measurement available, then this level of engagement may change in the future.
MOOCs can offer traditional institutions many potential opportunities. One of the biggest boons within MOOCs is the vast offering of courses and diverse instructional methodology. Since MOOCs are not regimented or finitely bound by standards enforced by governmental oversight. MOOCs serve a very specific audience. These individuals do not want to enroll in courses that do not interest them. Traditional institutions require a fully rounded education that consists of many core classes; with MOOCs, students are able to customize the course loads and course length to fit personal schedules.
Bowen (2013) argued that MOOCs are beginning to creatively devise methods to measure learning outcomes and provide documentation for transcripts and graduation requirements. To this end, MOOCs have the opportunity to become even more competitive within academia. Coursera has developed a means of using faculty-led courses that will provide students with credits earned if they choose to enroll in university. The problem with all of the expansion in technology is the fact that many administrators have not chosen to keep abreast of trends (both technological or consumer). MOOCs may outpace institutions of higher learning, if administrators do not become more competitive.
MOOCs offer a variety of choice and customization that many colleges and universities have not. Ideally, MOOCs create opportunities for non-traditional students to enroll in courses that will be applicable for employment goals or personal satisfaction.
-Serena Richards
Bowen, W.G. (2013). Higher education in the digital age. Ithaka, NY: Princeton Univ. Press.
Serena,
ReplyDeleteI enjoyed reading through your blog! The aspect of viewing MOOCs as “teaser” courses is interesting. MOOCs can be a way of gaining a higher education outside of the traditional college environment. However, it can definitely be seen as a way of exposing and encouraging students to enroll within a higher education institution. Students are able to see if they are ready for the challenge of college coursework through the exposure via MOOCs (Friedman, 2016). Even though these courses have been the topic of many debates, they have enabled curious individuals to explore a range of academic disciplines free of charge without requiring an enrollment commitment (Friedman, 2016). Students may enjoy the flexibility and fluidity of these courses. Since these are being considered, by some institutions, to becoming integrated into degree programs, what do you think will eventually happen to traditional education?
Great blog!
Rachel Davis
Reference
Friedman, J. (2016). 3 Reasons to Try MOOCs Before Applying to College. Retrieved from
https://www.usnews.com/education/online-education/articles/2016-05-12/3-reasons-to-
try-out-moocs-before-applying-to-college
Hi Rachel! Thanks for your response! If traditional educators and institutions are smart, they will start to adapt to what the consumer wants: Classes that fit their needs, accessibility, and accountability- most importantly, though, these institutions must provide courses that will be beneficial to an individual’s end goal.
DeleteSerena!
ReplyDeleteWow! This is such an elegant Blog. When I grow up in the digital world, I want to be just like you. I love it! Great job!
MOOCs are innovative and requires learners to be diligent, consistent, and dedicated. This is the only way a professor can control the learning environment as you mentioned above. It is very difficult to control the learning environment when students have the predominate control. It is unfortunate that MOOCs have a high drop out rate. One would think that it would be the opposite simply because education is affordable (free) through MOOCs. Bowen (2013) may have argued that MOOCs are devising methods, but those methods are not in abundance currently. Hopefully, someone can do research and add onto this innovative process. MOOCs are a great example of education evolution.
Regards,
Martha Petris
Reference
Bowen, G. (2013). Higher education in the digital age. Ithaka, NY: Princeton Univ. Press.
Hello Serena,
DeleteReally like your Blog! I also enjoyed reading your post. I like your positive take on the possible usage of MOOCs and I agree that they have the potential to be an awesome avenue for students to receive additional coursework. The issue I have is the lack of structure for the courses and the fact that students can do as much or as little as they want and many never complete the course(Selingo, 2014). I think undisciplined younger students will struggle with this process and not be as successful. I do like the idea of the coursework being opportunistic for students but wonder if the experience is truly educationally beneficial if there is no given educational pathway. Again great post!
Reggie Brazzle
Reference: Selingo, J. (2014). Demystifying the MOOC. Retrieved from : https://www.nytimes.com/2014/11/02/education/edlife/demystifying-the-mooc.html
Serena,
DeleteA certificate and eventually a degree from MOOC and/or online classes from the top faculty in the country will soon be a better credential than a degree from one of the existing for-profits, and it will certainly cost less. For students, the technology brings incredible flexibility and many more options, but at a cost: technology enhanced instruction places more responsibility on the student for learning and less on the faculty member. What are your thoughts??
Dr. G
Hi Martha! Thanks for the compliments! :) I like to make blogs with my students each semester as a means for them to learn how to write “informally formal” interactions.
DeleteI have signed up for several classes through Coursera. I’ve completed one. It wasn’t a matter of the content being too difficult or time consuming, but it was incredibly easy to tell myself that I didn’t pay for the class, so it was okay that I stopped “going.”
Hi Reggie! Discipline is definitely the key word with regards to MOOCs. If students are not willing to completely dedicate their time and attention to the class, success will be minor on the whole.
DeleteHi Dr. Gilbert! You are absolutely correct that students take the onus when they choose to take classes through virtual classrooms rather than traditional face-to-face courses or even hybrid courses. I’m not sure if I would agree that the responsibility of the faculty member should be lessened, however. When I teach virtual classes or hybrid classes, if I notice that a student hasn’t logged on in a while, or engaged whole-heartedly in a discussion, I email to find out what is going on. I had a student who was struggling with a class this past semester. The student emailed me as said that they were done- stressed out , couldn’t handle it anymore D-O-N-E. I sent an email that was not returned, so I called the student’s home phone and cell phone. We had two weeks to go in the semester. It was not time to quit. I reached out, we talked and figured out how to work things out the rest of the semester, and the student completed the semester with a great outlook and experience. I should hope that faculty members who teach virtually maintain the “finger on the pulse” of the classroom. Maybe that is idealistic or unrealistic, but my hope is there nonetheless.
Delete