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July
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Margherita Hack
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Idiom
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Laurel and Hardy
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Cloud computing
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Fast food
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Coursera
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Tour de France
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English modal verbs
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Hartz concept
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American Civil War
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Florence
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Rita Levi Montalcini
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Flier (pamphlet)
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Credit rating agency
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Crusades
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Web browser
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David Bowie
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English people
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Cyberwarfare
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Password
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iOS 7
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Massive open online course
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Arthur Conan Doyle
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Defense of Marriage Act
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List of Italian musical terms used in English
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Number
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Unique selling proposition (USP)
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Transatlantic Free Trade Area
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Robin Hood
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Louvre
|
WIKIMAG n. 8 - Luglio 2013
Massive open online course
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Traduzione
interattiva on/off
- Togli il segno di spunta per disattivarla
A massive open online course ( MOOC) is an online
course aimed at large-scale interactive participation and
open access via the
web. In addition to traditional course materials such as
videos, readings, and problem sets, MOOCs provide interactive
user forums that help build a community for the students,
professors, and
teaching assistants (TAs). MOOCs are a recent development in
distance education. [1]
Features associated with early MOOCs, such as open licensing of
content, open structure and learning goals, and connectivism may
not be present in all MOOC projects,[2]
in particular with the 'openness' of many MOOCs being called
into question.[3]
History
Precursors
Before the
Digital Age,
distance learning appeared in the form of written
correspondence courses, broadcast courses, and early forms
of
e-learning.[5]
By the 1890s commercial and academic correspondence courses on
specialized topics such as civil service tests and
shorthand were promoted by door-to-door salesmen.[6]
Over 4 million US citizens – far more than attended traditional
colleges – were enrolled in correspondence courses by the 1920s,
covering hundreds of practical job-oriented topics, with a
completion rate under 3%.[7]
Radio was the exciting new technology of the 1920s, with
millions buying sets and tuning in. Universities quickly staked
out their wavelengths. By 1922, New York University operated its
own radio station, with plans to broadcast practically all its
subjects. Other schools joined in, including Columbia, Harvard,
Kansas State, Ohio State, NYU, Purdue, Tufts, and the
Universities of Akron, Arkansas, California, Florida, Hawaii,
Iowa, Minnesota, Nebraska, Ohio, Wisconsin, and Utah. Journalist
Bruce Bliven pondered: "Is radio to become a chief arm of
education? Will the classroom be abolished, and the child of the
future be stuffed with facts as he sits at home or even as he
walks about the streets with his portable receiving-set in his
pocket?"[8]
The students read textbooks and listened to broadcast lectures,
but attrition rates were very high, and there was no way to
collect tuition. By 1940 radio courses had virtually
disappeared.[8]
Talking motion pictures were the technology of choice in the
1930s and 1940s. They were used to train millions of draftees
during World War II in how to operate all sorts of equipment.
Any number of universities had televised classes starting in the
late 1940s at the University of Louisville.[9]
The Australian
School of the Air has used two-way shortwave radio starting
in 1951 to teach school children in remote locations. At many
universities in the 1980s special classrooms were linked to a
remote campus to provide closed-circuit video access to
specialized advanced courses for small numbers of students, and
many continue to operate. But this trend should not be
disconnected from the more general and historical process of
industrialization of education, in particular through teaching
machines, industry of textbook and educational networks[10]
There are striking anticipations of the MOOC of the 2010s in the
CBS TV series
Sunrise Semester, broadcast from the 1950s to the 1980s with
cooperation between CBS and NYU. Course credit was even offered
for participants in those early video courses[11]
In 1994,
James J. O'Donnell of the University of Pennsylvania taught
an Internet seminar, using gopher and email, on the life and
works of St. Augustine of Hippo, attracting over 500
participants from around the world.[12]
By 1994 hundreds of colleges had distance education
undergraduate degree programs, and there were 150 leading to
advanced degrees.[13]
The short lecture format used by many MOOCs developed from "Khan
Academy’s free archive of snappy instructional videos."[14]
In April 2007, Irish-based
ALISON (Advance Learning Interactive Systems Online)
launched its massively free online courses for basic education
and workplace skills training supported by advertising."[15]
Early MOOCs
MOOCs originated about 2008 within the
open educational resources (or OER) movement. Many of the
original courses were based on
connectivist theory, emphasizing that learning and knowledge
emerge from a network of connections. The term MOOC was coined
in 2008 during a course called "Connectivism
and Connective Knowledge" that was presented to 25
tuition-paying students in Extended Education at the
University of Manitoba in addition to 2,300 other students
from the general public who took the online class free of
charge. All course content was available through
RSS
feeds, and learners could participate with their choice of
tools: threaded discussions in Moodle, blog posts, Second Life,
and synchronous online meetings. The term was coined by Dave
Cormier of the
University of Prince Edward Island, and Senior
Research Fellow Bryan Alexander of the
National Institute for Technology in Liberal Education in
response to the course designed and led by
George Siemens of
Athabasca University and
Stephen Downes of the
National Research Council (Canada).[16]
Soon other independent MOOCs emerged. Jim Groom from The
University of Mary Washington and Michael Branson Smith of
York College, City University of New York, adopted this
course structure and hosted their own MOOCs through several
universities. Early MOOCs departed from formats that relied on
posted resources,
learning management systems, and structures that mix the
learning management system with more open web resources.[17]
MOOCs from private, non-profit institutions[18]
emphasized prominent faculty members and expanded open offerings
to existing subscribers (e.g., podcast listeners) into free and
open online courses.
Recent
developments
"The New York Times dubbed 2012 'The Year of the
MOOC,' and it has since become one of the hottest topics in
education. Time magazine said that free MOOCs open the
door to the 'Ivy League for the Masses.'”.[20]
This has been primarily due to the emergence of several
well-financed providers, associated with top universities,
including
Udacity,
Coursera, and
edX.[21]
In the fall of 2011 Stanford University launched three
courses, each of which had an enrollment of about 100,000.[22]
The first of those courses, Introduction Into AI, was launched
by
Sebastian Thrun and
Peter Norvig, with the enrollment quickly reaching
approximately 160,000 students. The announcement was followed
within weeks by the launch of two more MOOCs, by
Andrew Ng and
Jennifer Widom. Following the publicity and high enrollment
numbers of these courses,
Sebastian Thrun launched
Udacity and
Daphne Koller and
Andrew Ng launched
Coursera, both for-profit companies. Coursera subsequently
announced partnerships with several other universities,
including the
University of Pennsylvania,
Princeton University,
Stanford University, and
The University of Michigan.
Concerned about the commercialization of online education,
MIT launched the MITx not-for-profit later in the fall, an
effort to develop a free and open online platform. The inaugural
course, 6.002x, launched in March 2012.
Harvard joined the initiative, renamed
edX,
that spring, and
University of California, Berkeley joined in the summer. The
edX
initiative now also includes the
University of Texas System,
Wellesley College and the
Georgetown University.
In November 2012, the first high school MOOC was launched by
the
University of Miami Global Academy, UM's online high school.
The course became available for high school students preparing
for the SAT Subject Test in biology, providing access for
students from any high school. About the same time Wedubox,
first big MOOC in Spanish, started with the beta course
including 1,000 professors.[23]
On October 15, 2012 The University of New South Wales in
Australia launched UNSW Computing 1, the first MOOC by an
Australian University.[24]
The course was also the first MOOC to run on
OpenLearning, an online learning platform developed in
Australia, which provides features for group work, automated
marking, collaboration and
gamification. In late 2012, the UK's
Open university launched a British MOOC provider,
Futurelearn, as a separate company[25]
including provision of MOOCs from non-university partners.[26]
In March 2013 in a similar move for a homegrown platform
Open2Study was set up in Australia.[27][28]
Both Futurelearn and Open2Study intend to build on the
experience of their founding institutions in distance and online
education.
MOOC providers have also emerged in other countries,
including Iversity in Germany. Some organisations have also run
their own MOOCs – including Google's Power Search MOOC. As of
February 2013 dozens of universities had affiliated with MOOCs,
including many international institutions.[29][30]
In January 2013,
Udacity launched the first MOOCs-for-credit, in
collaboration with San Jose State University. This was followed
in May 2013 by the announcement of the first-ever entirely
MOOC-based Master's Degree, a collaboration between Udacity,
AT&T and the
Georgia Institute of Technology, costing $7,000.[31]
In June 2013, the
University of North Carolina at Chapel Hill launched Skynet
University,[32]
which offers MOOCs on the sole topic of introductory astronomy.
Participants gain access to the university's global network of
robotic telescopes, including telescopes in the Chilean Andes
and Australia. Skynet University incorporates popular social
media platforms, including YouTube,[33]
Facebook,[34]
and Twitter.[35]
During its first 13 months of operation (ending March 2013),
Coursera offered about 325 courses, with 30% in the sciences,
28% in arts and humanities, 23% in information technology, 13%
in business, and 6% in mathematics.[36]
Udacity offered 26 courses. Udacity's CS101, with an enrollment
of over 300,000 students, is the largest MOOC to date.
Related educational practices and courses
There are few standard practices or definitions in the field
yet. A number of other organisations such as
ALISON,
Khan Academy,
Peer-to-Peer University (P2PU) and
Udemy
are viewed as being similar to MOOCs, but differ in that they
work outside the university system or mainly provide individual
lessons that students may take at their own pace, rather than
having a massive number of students all working on the same
course schedule.[37][38][39]
Note, however, that Udacity differs from Coursera and edX in
that it does not have a calendar-based schedule (asynchronous);
students may start a course at any time. While some MOOCs such
as Coursera present lectures online, typical to those of
traditional classrooms, others such as Udacity offer interactive
lessons with activities, quizzes and exercises interspersed
between short videos and talks.
MOOC hype
Dennis Yang, President of MOOC provider
Udemy has suggested that MOOCs are in the midst
of a
hype cycle, with expectations undergoing a wild
swing. [40]
Many universities scrambled to join in the "next big thing",
as did more established
online education service providers such as
Blackboard Inc, in what has been called a "stampede." Dozens
of universities in Canada, Mexico, Europe and Asia have
announced partnerships with the large American MOOC providers.[29][41]
Nevertheless, by early 2013, questions emerged about whether
MOOCs were undergoing a
hype cycle and whether academia was "MOOC'd out."[40][42]
Instructional design approaches
According to Sebastian Thrun's testimony before The
President’s Council of Advisors on Science and Technology
(PCAST) on November 26, 2012, MOOC "courses are 'designed to be
challenges,' not lectures, and the amount of data generated from
these assessments can be evaluated 'massively using machine
learning' at work behind the scenes. This approach, he said,
dispels 'the medieval set of myths' guiding teacher efficacy and
student outcomes, and replaces it with evidence-based, 'modern,
data-driven' educational methodologies that may be the
instruments responsible for a 'fundamental transformation of
education' itself".[20]
Because of the massive scale of learners, and the likelihood of
a high student-teacher ratio, MOOCs require instructional design
that facilitates large-scale feedback and interaction. There are
two basic approaches:
-
Crowd-sourced interaction and feedback by leveraging the
MOOC network, e.g. for peer-review, group collaboration
- Automated feedback through objective, online
assessments, e.g. quizzes and exams
Connectivist MOOCs rely on the former approach; broadcast
MOOCs such as those offered by
Coursera or
Udacity rely more on the latter.[45]
Because a MOOC provides a way of connecting distributed
instructors and learners across a common topic or field of
discourse,[46]
some instructional design approaches to MOOCs attempt to
maximize the opportunity of connected learners who may or may
not know each other already, through their network. This may
include emphasizing collaborative development of the MOOC
itself, or of learning paths for individual participants.
The evolution of MOOCs has also seen innovation in
instructional materials. An emerging trend in MOOCs is the use
of nontraditional textbooks such as
graphic novels to improve students' knowledge retention.[47]
Others view the possibility of the videos and other material
produced by the MOOC as becoming the modern form of the
textbook. "MOOC is the new textbook," according to David
Finegold of
Rutgers University.[48]
Instructional cost of MOOC delivery
In 2013, the
Chronicle of Higher Education surveyed 103 professors who
had taught MOOCs. "Typically a professor spent over 100 hours on
his MOOC before it even started, by recording online lecture
videos and doing other preparation," though some instructors'
pre-class preparation was "a few dozen hours." The professors
then spent 8–10 hours per week on the course, including
participation in discussion forums, where they posted once or
twice a week.[49]
The medians were: 33,000 students enrolled in a class; 2,600
receiving a passing grade; and 1 teaching assistant helping with
the class. 74% of the classes used automated grading, and 34%
used peer grading. 97% of the instructors used original videos
in the course, 75% used open educational resources, and 27% used
other resources. 9% of the classes required the purchase of a
physical textbook, and 5% required the purchase of an e-book.[49][50]
In May 2013 Coursera announced that it would be offering the
free use of e-textbooks for some courses in partnership with
Chegg,
an online textbook-rental company. Students would need to use
Chegg's e-reader which limits copying and printing and could
only use a textbook while enrolled in the class.[51]
Involvement of alumni
In 2013 Harvard offered a popular class, The Ancient Greek
Hero, which thousands of Harvard students had taken over the
last few decades. It appealed to alumni to volunteer as online
mentors and discussion group managers. About 10 former teaching
fellows have also volunteered. The task of the volunteers, which
requires 3–5 hours of unpaid work per week, is to focus online
class discussion on the course material. The instructor,
Gregory Nagy, 70 in 2013, is author of The Best of the
Achaeans: Concepts of the Hero in Archaic Greek Poetry, Revised
Edition. The course, offered through edX, had 27,000
students registered.[52]
Connectivist design principles
Development of MOOC providers [53]
As MOOCs have evolved, there appear to be two distinct types:
those that emphasize the connectivist philosophy, and those that
resemble more traditional and well-financed courses, such as
those offered by
Coursera and
edX.
To distinguish between the two,
Stephen Downes proposed the terms "cMOOC" and "xMOOC".[54]
Connectivist MOOCs are based on several principles stemming
from
connectivist pedagogy.[55][56][57][58]
The principles include:
- Aggregation. The whole point of a connectivist
MOOC is to provide a starting point for a massive amount of
content to be produced in different places online, which is
later aggregated as a newsletter or a web page accessible to
participants on a regular basis. This is in contrast to
traditional courses, where the content is prepared ahead of
time.
- The second principle is
remixing, that is, associating materials created within
the course with each other and with materials elsewhere.
- Re-purposing of aggregated and remixed materials
to suit the goals of each participant.
- Feeding forward, sharing of re-purposed ideas and
content with other participants and the rest of the world.
An earlier list (2005) of Connectivist principles[59]
from Siemens also informs the pedagogy behind MOOCs:
- Learning and knowledge rest in diversity of opinions.
- Learning is a process of connecting specialised nodes or
information sources.
- Learning may reside in non-human appliances.
- Capacity to know more is more critical than what is
currently known.
- Nurturing and maintaining connections is needed to
facilitate continual learning.
- Ability to see connections between fields, ideas, and
concepts is a core skill.
- Currency (accurate, up-to-date knowledge) is the intent
of all connectivist learning activities.
- Decision making is itself a learning process. Choosing
what to learn and the meaning of incoming information is
seen through the lens of a shifting reality. While there is
a right answer now, it may be wrong tomorrow due to
alterations in the information climate affecting the
decision.
It is suggested that connectivist MOOCs are in a better
position to support collaborative dialogue and knowledge
building than models adopting other approaches
[60][61]
Exams
and assessment
Three types of activities are usually conducted online in a
MOOC: direct presentation of information, such as a lecture or
video; interactive exploration of the material, such as
discussion boards, and assessment, such as exams and quizzes.
Assessment can be the most difficult activity to conduct online,
and the online version might appear to be quite different from
the bricks-and-mortar version.[62]
Special attention has been devoted to proctoring and the problem
of cheating.[63]
The two most common methods of MOOC assessment are
machine-graded multiple-choice quizzes or tests and
peer-reviewed written assignments.[62]
Machine grading of written assignments is also being developed.[64]
Peer review will often be based upon sample answers or
rubrics, which guide the grader on how many points to award
different answers. These rubrics cannot be as complex for peer
grading as they can be for grading by teaching assistants, but
students are expected to learn both by being the grader as well
as by having their work graded.[65]
Exams may be proctored at regional testing centers, though
this might limit the number of students who can take the course.
Other methods, including "eavesdropping technologies worthy of
the C.I.A." allow test taking at home or office, by using
webcams, or monitoring mouse clicks and typing styles.[63]
Special techniques such as
adaptive testing may be used, where the test tailors itself
given the student's previous answers, giving harder or easier
questions based upon the number of correct answers given.
MOOC
experiences
MOOCs typically do not offer academic credit or charge
tuition fees. Only about 10% of the tens of thousands of
students who may sign up complete the course.[1]
MOOCs attract large numbers of participants, sometimes several
thousands, most of whom participate peripherally ("lurk"). For
example, the first MOOC in 2008 had 2200 registered members, of
whom 150 were actively interacting at various times.[66]
Learners can control where, what, how, with whom they learn, but
different learners choose to exercise more or less of that
control. The goal is to re-define the very idea of a "course,"
creating an open network of learners with emergent and shared
content and interactions. A MOOC allows participants to form
connections through autonomous, diverse, open, and interactive
discourse.[67]
Most MOOCs that have featured "massive" participation have
been courses emphasizing learning on the web. "Students" are
often not traditional students in residence on a university
campus, but professionals who have already earned a degree,
educators, business people, researchers and others interested in
internet culture.[68]
Principles of
openness inform the creation, structure and operation of
MOOCs. The extent to which practices of Open Design in
educational technology[69]
are applied to a particular MOOC seem to vary with the planners
involved. Research by Kop and Fournier
[67] highlighted as major challenges for novice
learners on MOOCs the lack of social presence and the high level
of autonomy required to operate in such a learning environment.
According to some comments in MOOC discussion forums, features
that are normally associated with an educational activity can
appear to be completely missing. Structure, direction and
purpose sometimes seem lost in the scattering of discussions,
and this messiness, although it also creates a buzz, can make
following a line of discussion or creating meaning challenging.[citation
needed]
Table 1 Comparison of key aspects of MOOCs or Open
Education initiatives p8.jpgCompares some features
of current MOOC offerings eDX, Coursera, Udacity,
Udemy, P2P with respect to attributes:For profit;
free to access; certification fee; institutional
credit.Yuan, Li, and Stephen Powell. MOOCs and Open
Education: Implications for Higher Education White
Paper. University of Bolton: CETIS, 2013.
http://publications.cetis.ac.uk/2013/667.
One online MOOC reviewer,
Jonathan Haber, has tried to focus on questions of what
students are learning in MOOCs and who are the students
themselves. About half the students taking the courses are from
outside the United States, and many do not speak English as
their first language.[70]
He's found some of the courses to be very meaningful, even
though they are essentially about reading comprehension. Video
lectures followed by a few multiple choice questions can be
challenging since they are often the "right questions."
Discussion boards can seem paradoxical with the fewer
contributions leading to the best conversations. More discussion
comments can be "really, really thoughtful and really, really
misguided," with long discussions becoming mediocre rehashes or
"the same old stale left/right debate." Grading by peer review
has had mixed results. Three fellow students each grade one
written assignment for each assignment that they themselves
submit. The grading key or rubric tends to focus the grading,
but discourages more creative writing.[70]
A. J. Jacobs in an op-ed in the
New York Times graded his experience in 11 MOOC classes
overall as a "B".[71]
He rated his professors as '"B+", despite "a couple of
clunkers", even comparing them to pop stars and "A-list
celebrity professors." Nevertheless he rated teacher-to-student
interaction as a "D" since he had almost no contact with the
professors.
Convenience was the highest rated aspect of Jacob's course
experience, rated an "A", as he was able to watch lectures at
odd moments of the day. Student-to-student interaction and
assignments both received "B-" from Jacobs. Study groups that
didn't meet, trolls on message boards, and the relative slowness
of online vs. personal conversations lowered his rating on
student-to-student interaction. Assignments included multiple
choice quizzes and exams as well as essays and projects. He
found the multiple choice tests stressful and peer graded essays
painful, even though the peer reviewers tried to be kind. He
only completed 2 of the 11 classes he registered for.[71][72]
Students
served
Early plans and discussions often emphasized that MOOCs could
open up higher education to anybody in the world, especially to
underserved populations.[73]
As of 2013, the range of students registered appears to be
broad, diverse, and non-traditional, but is concentrated among
English-speakers in rich countries.
A course billed as "Asia's first MOOC" given by the
Hong Kong University of Science and Technology through
Coursera starting in April 2013 had 17,000 students registered.
About 60% were from "rich countries" with many of the rest from
middle-income countries in Asia, South Africa, or America, like
Brazil or Mexico. There were fewer students from areas with more
limited access to the internet, and students from the People's
Republic of China may have been discouraged by Chinese
government policies.[74]
“We have the whole gamut of older and younger, experienced
and less experienced students, and also academics and probably
some people who are experts in related fields,” according to
Naubahar Sharif who teaches the class on Science,
Technology and Society in China. “We do have students from
China as well, in places where Internet connections are more
reliable.”[74]
During its first 13 months in operation, ending March 2013,
Coursera registered about 2.8 million learners with[36]
- 27.7% from the United States
- 8.8% from India
- 5.1% from Brazil
- 4.4% from the United Kingdom
- 4.0% from Spain
- 3.6% from Canada
- 2.3% from Australia
- 2.2% from Russia
- 41.9% from the rest of the world
Daphne Koller, a co-founder of Coursera, stated in May 2013
that a majority of the people taking Coursera courses had
already earned college degrees.[75]
According to a Stanford University study of a more general
group of students "active learners" – anybody who participated
beyond just registering – showed a very unbalanced gender
proportion. Sixty-four percent of high school active learners
were male, with 88% male for both undergraduate- and
graduate-level courses.[76]
Completion
rates
Completion rates are typically very low, with a steep
drop-off in student participation starting in the first week. In
the course Bioelectricity, Fall 2012 at Duke University,
12,725 students enrolled, but only 7,761 ever watched a video,
3,658 attempted a quiz, 345 attempted the final exam, and 313
passed, earning a certificate.[77][78]
Broad-based but early data from Coursera suggest a completion
rate of 7%–9%.[68]
Most registered students don't intend to complete the course,
according to Coursera founders Daphne Koller and Andrew Ng, but
rather to explore the general topic. The completion rate for
students who complete the first assignment is about 45 percent.
Students paying $50 for a feature designed to prevent cheating
on exams have completion rates of about 70 percent.[79]
One online survey listed a "top ten" list of reasons for not
completing a course.[80]
These most common reasons were that the course required too much
time, was too difficult, or conversely, too basic. Reasons
related to poor course design included "lecture fatigue" related
to a perceived tendency to simply recreate the bricks-and-mortar
course, lack of a proper introduction to course technology and
format, and clunky technology and trolling on discussion boards.
Hidden costs were cited including by those who found that
required readings were from expensive texts written by the
instructor. Other non-completers were "just shopping around"
when they registered, or were participating simply for the
knowledge rather than a credential.
A study from Stanford University's Learning Analytics group
identifies four type of MOOC students: auditors, who watched
video throughout the course, but took few quizzes or exams;
completers, who viewed most lectures and took part in most
assessments; disengaging learners, who took part only at the
start of the course; and sampling learners, who might only watch
the lectures at various times during the course.[76]
Based on data from high school, undergraduate, and graduate
MOOCs. They identified the following percentages in each group:[81]
Course |
Auditing |
Completing |
Disengaging |
Sampling |
High school |
6% |
27% |
28% |
39% |
Undergraduate |
6% |
8% |
12% |
74% |
Graduate |
9% |
5% |
6% |
80% |
Economics, business models and industry structure
MOOCs are widely seen as a major part of a larger
disruptive innovation taking place in the higher education
industry.[82][83][84]
In particular, the many services at present offered under the
current university business model are likely to become
unbundled and sold to the universities' diverse customers
individually or in newly formed bundles.[85][86]
These services include research, curriculum design, content
generation (such as textbooks), teaching, assessment and
certification (such as granting degrees), and student placement.
MOOCs threaten the current business model by potentially selling
teaching, assessment, and/or placement separately from the
current package of services.[82][87][88]
James Mazoue, Director of Online Programs at
Wayne State University describes one possible innovation:
The next disruptor will likely mark a tipping point: an
entirely free online curriculum leading to a degree from
an accredited institution. With this new business model,
students might still have to pay to certify their
credentials, but not for the process leading to their
acquisition. If free access to a degree-granting
curriculum were to occur, the business model of higher
education would dramatically and irreversibly change. [89]
But how universities will benefit by "giving our product away
free online" is not yet clear.[90]
No one's got the model that's going to work yet. I
expect all the current ventures to fail, because the
expectations are too high. People think something will
catch on like wildfire. But more likely, it's maybe a
decade later that somebody figures out how to do it and
make money.
—James Grimmelmann, New York Law School professor [90]
Business model
The
freemium business model, drawn from
Silicon Valley companies like
Google is a leading candidate. In this model the basic
product – the course content – is given away free. “Charging for
content would be a tragedy,” said Andrew Ng. But premium
services such as certification or placement would be charged a
fee.[36]
Coursera has begun charging licensing fees for educational
institutions that use Coursera materials. The very popular
introductory or "gateway" courses and some remedial courses may
earn them the most fees. Universities will benefit by attracting
new students to follow-on fee-charging classes or they may offer
blended courses, supplementing MOOC material with face-to-face
instruction. Both Coursera and Udacity have begun to charge
employers for hiring access to the best students. Students may
be able to pay to take a proctored exam which could lead to them
getting transfer credit at a degree-granting university, or
Coursera may charge $20 to $50 for certificates of completion.[90]
The table below illustrates some of the revenue sources
currently being discussed by three MOOC providers.
edX |
Coursera |
UDACITY |
|
- Certification
- Secure assessments
- Employee recruitment
- Applicant screening
- Human tutoring or assignment marking
- Enterprises pay to run their own training
courses
- Sponsorships
- Tuition fees
|
- Certification
- Employers paying to recruit talented students
- Students résumés and job match services
- Sponsored high-tech skills courses
|
Overview of potential revenue sources for three MOOC
providers[91]
In February 2013 the
American Council on Education announced that they would
recommend that its members accept transfer credit from a few
MOOC courses, though even the universities who deliver the
courses said that they would not accept the transfer credit. The
high tuition fees charged by these elite universities give them
a major incentive against accepting transfer credit from free
classes.[92]
Academic Partnerships, a company that helps public
universities move their courses online, also hopes for follow-on
revenue. According to its chairman, Randy Best “We started it,
frankly, as a campaign to grow enrollment. But 72 to 84 percent
of those who did the first course came back and paid to take the
second course.”[93]
While Coursera takes a large cut of any revenue generated –
but requires no minimum payment – the not-for-profit EdX has a
minimum required payment from course providers, but then takes a
smaller cut of any profit made, tied to the amount of support
required for each course[94]
Industry
structure
The industry that has rapidly grown to provide MOOCs has an
unusual structure consisting of linked groups including the
actual for-profit or non-profit MOOC providers, the larger
non-profit sector, universities, related companies, and
venture capitalists.
The Chronicle of Higher Education lists the major
providers as the non-profits the
Khan Academy, and
edX,
and the for-profits
Udacity and
Coursera.[95]
The larger non-profit organizations with commitments to the
field include the
Bill & Melinda Gates Foundation, the
MacArthur Foundation, the
National Science Foundation, and the
American Council on Education. Major universities involved
include
Stanford,
Harvard,
MIT, the
University of Pennsylvania,
CalTech, the
University of Texas at Austin, the
University of California at Berkeley, and
San Jose State University.[95]
Related companies include
Google and the publisher
Pearson PLC. Venture capitalists include
Kleiner Perkins Caufield & Byers,
New Enterprise Associates and
Andreessen Horowitz.[95]
The success of MOOCs is expected to change the structure of
the higher education industry. As the philosophy faculty at San
Jose State University wrote in an open letter to Harvard
University professor and MOOC teacher
Michael Sandel:
Should one-size-fits-all vendor-designed blended courses
become the norm, we fear two classes of universities
will be created: one, well-funded colleges and
universities in which privileged students get their own
real professor; the other, financially stressed private
and public universities in which students watch a bunch
of video-taped lectures. [96]
Technology
Producing and delivering MOOCs is a technological challenge.
Unlike traditional courses, MOOCs require videographers,
instructional designers, IT specialists, and platform
specialists. An instructor at
Georgia Tech reports that they have a team of 19 people
working on MOOCs, and that more are needed.[97]
The platforms are designed to be available to students at all
times during the course, unlike traditional courses and often
have the same technological requirements as media/content
sharing websites due to the large number of students involved
with a class. As a result, MOOCs use
Cloud computing and other modern technology involved with
Application software.
Course delivery involves non-synchronous access to videos and
other learning material, exams and other assessment, as well as
online forums. Engagement is also a core concept behind course
delivery. Before 2013 each MOOC tended to develop its own
delivery platform. EdX has planned to make its delivery software
freely available as an open-source package and in April 2013
joined with Stanford University, which previously had its own
platform called Class2Go, to work on a joint open-source
platform. The platform, called XBlock SDK, is available to the
public under the
Affero GPL open source license, which requires that all
improvements to the platform be publicly posted and made
available under the same license.[98]
John Mitchell, a Stanford Vice Provost, said that the goal was
to provide the “Linux of online learning.”.[99]
This is unlike other platforms like Coursera that have developed
their own software for their specific site.[100]
Potential
benefits
The MOOC Guide[101]
lists 12 benefits of a MOOC:
- You can organize a MOOC in any setting that has
connectivity (which can include the Web, but also local
connections via Wi-Fi e.g.)
- You can organize it in any language you like (taking
into account the main language of your target audience)
- You can use any online tools that are relevant to your
target region or that are already being used by the
participants
- You can move beyond time zones and physical boundaries
- It can be organized as quickly as you can inform the
participants (which makes it a powerful format for priority
learning in e.g. aid relief)
- Contextualized content can be shared by all
- Learning happens in a more informal setting
- Learning can also happen incidentally thanks to the
unknown knowledge that pops up as the course participants
start to exchange notes on the course’s study
- You can connect across disciplines and
corporate/institutional walls
- You don’t need a degree to follow the course, only the
willingness to learn (at high speed)
- You add to your own personal learning environment and/or
network by participating in a MOOC
- You will improve your lifelong learning skills, for
participating in a MOOC forces you to think about your own
learning and knowledge absorption
Challenges and criticisms
The MOOC Guide[101]
lists 5 possible challenges for collaborative-style MOOCs:
- It feels chaotic as participants create their own
content
- It demands
digital literacy
- It demands time and effort from the participants
- It is organic, which means the course will take on its
own trajectory (you have got to let go).
- As a participant you need to be able to self-regulate
your learning and possibly give yourself a learning goal to
achieve.
In addition, other concerns have been raised regarding the
nature of MOOCs, including:
- Concerns have been raised around the 'territorial'
nature of MOOCs[102]
with little discussion around: 1) who enrolls in/completes
courses; 2) The implications of courses scaling across
country borders, and potential difficulties with relevance
and knowledge transfer; 3) the need for territory-specific
study of locally relevant issues and needs.
- Other features associated with early MOOCs, such as open
licensing of content, open structure and learning goals,
community-centeredness, etc. may not be present in all MOOC
projects.[2]
The effect of MOOCs on the structure of higher education has
been severely questioned, for example by
Moshe Y. Vardi in an article entitled "Will MOOCs destroy
academia?" He describes the problem as being an "absence of
serious pedagogy in MOOCs", indeed in all of higher education,
with a rather uninspiring MOOC format of "short, unsophisticated
video chunks, interleaved with online quizzes, and accompanied
by social networking." An underlying reason is simple cost
cutting pressures, which are likely to hamstring the higher
education industry if followed without proper analysis.[103]
By majority vote (60%),
Amherst College faculty rejected the opportunity to work
with edX based on a perceived incompatibility of their small
liberal arts college seminar-style classes and personalized
feedback with the demands of a MOOC. Some were concerned about
issues such as the "information dispensing" teaching model of
lectures followed by exams, the use of multiple-choice exams,
and peer-grading. However, others were interested in exploring
alternatives to that model. The effect of MOOCs on the structure
of higher education was also a concern, especially the potential
of taking funds away from second- and third-tier institutions
and centralizing higher education, and of perpetuating a faculty
"star system".[64]
See also
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External links and further reading
-
"MOOC pedagogy: the challenges of developing for Coursera"
-
"Babson Survey Research Group: National reports on growth of
online learning in US Higher Education"
- A. McAuley, B. Stewart, G, Siemens and D. Cormier,
The MOOC Model for Digital Practice (2010)
- Daniel, John (2012) Making sense of MOOCs: musings in a
maze of myth, paradox and possibility, Research paper
presented as a fellow of the Korea National Open University,
retrieved 13 October 2012 from
http://sirjohn.ca/wordpress/wp-content/uploads/2012/08/120925MOOCspaper2.pdf
- D. Levy,
Lessons Learned from Participating in a Connectivist Massive
Online Open Course (MOOC), (2011)
- UNLOCKING the GATES: How and Why Leading Universities
Are Opening Up Access To Their Courses; Taylor Walsh,
Princeton University Press, 2011.
ISBN 978-0-691-14874-8
- Stephen Carson and Jan Philipp Schmidt.
The Massive Open Online Professor. Academic Matters: The
Journal of Higher Education, May 2012.
-
BBC interviews Jimmy Wales on MOOCs, May 1, 2013
- Shannon Bohle.
Librarians and the Era of the MOOC. Nature.com, May 9,
2013.
-
A Comprehensive List of MOOC Providers
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