Although there appears to be a lack
of consensus in the academic community in terms of defining the MOOC phenomenon,
in general terms, a massive open online course (MOOC), is a course that is taught
via the world wide web to a large number of students (potentially enrolling
thousands of students in a single course), free of charge, utilizing openly
available resources (A MOOC by any other name, 2012). According to Strommel (2012), a MOOC is
simply another “methodological approach” to education, utilizing the resources
made available on the World Wide Web. Although MOOCs are a new method of offering online
education, they are certainly not the first.
The MOOC phenomenon is a relatively
young concept in the field of education, making its first appearance in 2008 (Dunn,
2012). At this early juncture in its
development, the magnitude of the impact that MOOCs will have on the field of education
is still unknown. Some in the field have
declared MOOCs to be the “catalyst for a global learning revolution in which
anyone with an internet connection can take advantage of a free education from
some the world’s top universities” (Harding, n.d.). Furthermore, MOOCs have been described by Kolowich
(2013) as having the ability to bring a “tsunami of change in higher education”. However,
not everyone has been convinced that MOOCs will revolutionize high education as
we know it. Many nay-Sayers have offered
a different point of view. According to
Strommel (2012), MOOCs are just another methodological approach, with no
inherent value. In addition, Kays (2012)
states that despite the “open” label associated with MOOCs, they are still a
system of privilege, available only to those with the means to participate. With such a discrepancy in the opinions being
voiced regarding MOOCs, it is difficult to speculate as to exactly where they
are headed, and the impact they will have on education.
With the impact of MOOCs still in
the making, I would hesitate to give anything more than an opinion as to the potential
future of the MOOC phenomenon. Whether MOOCs do ultimately change higher
education as we know it or not, I will say that I do think that the discussions
that they provoke will promote change within the higher education system. As with all businesses, the introduction of new
competition forces established companies to adapt in order to survive. The zero cost of MOOCs could foreseeably
force institutions of higher education to alter long-standing practices. In addition, it does seem logical to conclude
that if the MOOC phenomenon does survive, you could expect to see them
diversify into many forms, becoming appealing to a wide variety of students (Paracha,
2013).
As part of my experience studying
MOOCs, I chose to enroll in a course entitled: Ancient Greek Hero, offered by
Harvard University through edx. This
particular MOOC is a 17 week course and has several scholars from Harvard and
beyond listed as course staff. This
course is a survey of ancient Greek literature focusing on classical concepts
of the hero and how they can inform our understanding of the human condition. Why take this course? Simple… it’s Harvard! From now own, you can all say that you know
someone enrolled in Harvard course work.
Whether I actually pass, or if it ever amounts to anything is
irrelevant. Is it too much of a stretch
for me to say that I am now a Harvard student?
Seriously though, with my history background, this course caught my
attention. I always enjoyed studying the
ancient Greek civilization, and I used to teach ancient Greek history when I
was a middle school teacher. This course
seemed like a great opportunity to explore a fascinating culture within the
context of exploring the human condition.
I look forward to exploring my first MOOC!
References
A
MOOC by any other name. (2012). Retrieved August 26, 2013, from http://www.hybridpedagogy.com/Journal/files/A_MOOC_by_Any_Other_Name.html
Dunn, J. (2012, December 24). a
quick guide to the history of moocs. Retrieved from http://www.edudemic.com/2012/12/a-quick-guide-to-the-history-of-moocs/
Harding, N. (n.d.). The massive open
online course revolution hits the uk - see more at: http://thepositive.com/mooc-massive-open-online-courses-uk/
Kays, T. (2012, October 22). moocs
will never replace traditional higher ed moocs are great for supplementing learning
but not replacing it. . Retrieved from http://www.mndaily.com/2012/10/22/moocs-will-never-replace-traditional-higher-ed
Kolowich, S. (2013, April 29). Why
some colleges are saying no to mooc deals, at least for now. Retrieved from
https://chronicle.com/article/Why-Some-Colleges-Are-Saying/138863/
Paracha, U. (2013, June 22). Penn
state associate professor of english stuart selber on moocs. Retrieved from http://technorati.com/lifestyle/article/penn-state-associate-professor-of-english/
Strommel, J. (2012). The march of the MOOCs:
Monstrous online courses. Open Education. Retrieved from http://www.hybridpedagogy.com/Journal/files/MOOC_MOOC.html
I thought it was really interesting that you chose the Hero course, as I remembered it being mentioned in the Wikipedia entry on MOOCs. I wonder how the first offering this spring went where Harvard had enlisted alumni to help serve as mentors in the course. That was an interesting way to see involving alumni in the MOOC experience.
ReplyDeleteI found an article from NYT that goes into depth about it - http://www.nytimes.com/2013/03/26/education/harvard-asks-alumni-to-donate-time-to-free-online-course.html?_r=0
I think your concept that the inherent discussions concerning MOOCs could promote change in and of themselves is intriguing. Seeing initiatives and pedagogy that extend directly from the connectivism ideas that are so inherent in MOOCs will be interesting.
ReplyDeleteJim
Hi James,
ReplyDeleteI too picked up on the competitive aspect that MOOCs could bring to higher education. It is not unlike the beginnings of online learning, which still some say is not as good as the F2F delivery. The competition for online degree-seeking students is evident in how universities are now trying to offer this delivery as the need has been proven. Those students who prefer to “go to class” within their time frame will be the ones also experimenting with MOOCs.
Equity and access is always an issue mentioned because the divide in opportunities are present. People once thought this inequity would disappear when technology was infused into education, however, a new divide along the similar lines still exists.
James,
ReplyDeleteI think putting a "zero cost" on MOOCs is a common thought but is something I simply cannot accept as fact. There are bandwidth costs, technical infrastructure, staff time (both academic and support staff). I mention this becuase as universities go to create revenue with MOOCs, this misconception wll become more evident.
I agree with the opinion that new introduced phenomenon will definitely cause some changes on old structures. Thus, though Moocs might not reverse the traditional education system, it will definitely force the old system improving itself.
ReplyDeleteSo the point is not to what extent Moocs will change our education, but the extent to which the extant system will be forced to improve itself.
James,
ReplyDeleteExcellent work. I enjoyed the detail as well as your resources.
I agree with your opinion that it is to early to tell what kind of impact MOOCs will have on Higher Education.
I believe that the best part(s) of MOOCs at this time is that the afford participants to direct their own learning and well as force educators to rethink they way they teach their current courses.
-Matt