The moot point of MOOCs
Some people are head-over-heels in love with MOOCs. Or perhaps more accurately, the idea of MOOCs. They believe the new paradigm will democratise – and even revolutionise – education.
Others, however, consider MOOCs a passing fad, an unsustainable business model, yet another a buzzword destined for the scrapheap like so many before it.
I happen to stand somewhere in the middle. I believe MOOCs will democratise education to some extent, and they will revolutionise the delivery of education. Importantly though, I don’t think they will revolutionise the science of education; after all, a MOOC is arguably an extensible version of what we’ve been doing all along – albeit on a massive (and free) scale.
I also think the business model will become sustainable, as soon as the providers adopt a freemium model. By that I mean the content is free, but the formal assessment and certification attracts a premium.
And don’t forget the intangibles of marketing. Perhaps a MOOC is a loss leader, or a branding exercise, or a CSR strategy. The ROI might be more complicated than the profit-and-loss statement suggests.
So I appreciate the arguments both for and against MOOCs pitched by their proponents and detractors. Nonetheless one aspect of the argument that I don’t grasp is the high dropout rate. Apparently if relatively few participants officially complete the course, then the educational experience must have been be a failure. I just don’t buy it.
Annie Murphy Paul recently blogged about this phenomenon (The Truth About MOOCs: Only 10% Of Students Actually Finish Them), in which she makes the point that…
…for all the hype about making education available for free on the web, we need to work a lot harder to create the psychological conditions that promote persistence, accountability, goal-directedness, responsiveness to instructors’ and classmates’ expectations, and whatever else it is that makes students keep going to class in the real world.
Fair call, but I think there’s more going on beneath the surface, and the post attracted some excellent comments to that effect. For example, Arthur Clarke commented…
…I wonder if we might not overstate the problem. How many unfinished books do you have lying around? If you are like me you have quite a few. Does that mean that I have wasted my time and, puritanically, should castigate myself for being a quitter? Perhaps we need to look at learning differently.
Perhaps we need to look at learning differently indeed.
My reaction to the 10% completion rate for MOOCs is:
The proponents of informal learning don’t care. Nor do the proponents of constructivist learning. Nor, dare I suggest, do the proponents of social, mobile and blended learning. To these people, the completion rate of a MOOC is a moot point.
The only people who seem to care are the MOOC providers themselves (naturally), the proponents of formal learning, and the ever-present killjoys.
To the MOOC providers I say: Adopt the freemium model already! I’m no accountant, but I expect a 10% completion rate would be financially viable.
To the proponents of formal learning I say: Formal learning certainly has its place, but that doesn’t mean it meets everyone’s needs. One size does not fit all.
To the killjoys I say: Identifying an obstacle does not impress me. Explaining how to overcome it does.MOOCs
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