It is a “Massive Open Online Course Or Whatever.” After researching and taking several MOOCs, I believe “Or Whatever” describes the true nature of MOOCS. There are a variety of practices going on, which make the original MOOC definition questionable.
Are MOOCs Truly Massive?
Many are considered massive, but some are not. Plus, those that start out with massive enrollments conclude with much fewer. The attrition rate is highlighted in the article, MOOCs by the Numbers: New Insight into Attrition Rates, where they quoted the Huffington Post, 2013: “The prosecution against MOOCs usually starts by highlighting the huge attrition rates for massive open courses, often claimed to run as high as 90-95 percent.” Personally, I am okay with not completing a MOOC; success in my opinion is when you have met your individual goal(s).
Are MOOCs Truly Open?
It depends upon your definition of “open.” If you believe that it means anyone can take them, then most fit. They are free and available online for access anytime, anyplace, and anywhere with Internet access by anyone. However, many providers charge for additional services, certifications, or credentialing options. If your view of open is ability to reuse content, then most MOOCs don’t qualify. I have only seen one course that allowed for content reuse, and that was due to the subject: Locating, Creating, Licensing and Utilizing OERs (Open Educational Resources) from OpenSUNY. However, why not incorporate a MOOC offered for free to anyone in another course, perhaps one you teach at NMC? I’ve heard of others doing this, so it is a possibility. Yet, if you want a guarantee that the MOOC is offered at a time that fits into your course schedule, then partnering with the provider is the best option. Coursera and others have models in place for just this concept.
Are MOOCs Truly Online Courses?
They are online, but are they truly courses from your viewpoint? They are a body of students meeting (online) to learn, or learn more, about the same subject. Many are similar in structure and use similar online tools to those used in NMC online courses. The content is divided into topic areas, discussion forums allow for interaction, videos are included, and assignments and quizzes are often added. However, feedback on assignments is given through peer reviews, and quizzes are automated (I took one that used open ended questions, and typing in anything was accepted as correct).
Another area of significant difference is instructor-to-student interaction. MOOCs have peer-to-peer interactions, which are valuable–in particular, when you are communicating with colleagues from cultures very different than ours–but instructor interaction is very rare. I have only received feedback from teaching assistants or as general class announcements from the instructor.
So… what value can you personally, and NMC as a whole, gain from MOOCs?
There are as many ways to use MOOCs as a library, for both personal and professional growth. NMC has started using MOOCs in a couple of ways. For one, ask a peer who went through the teachingSOLUTIONS program last summer about their experience as an online student in a MOOC (and you may be surprised). Some used the experience to learn how technology can make content “come alive.”
The second way NMC is working with MOOCs is in its infancy (a calf). You can join your colleagues in taking a MOOC on Immunity to Change starting March 11, 2014. If interested, contact a member of the A/P Professional Development Committee (coordinating the college-wide event): Mary Beeker, Jim Bensley, Sara Budzik, Lori Hodek, Jan Oliver, Alison Thornton, and Tracy Russo.
What other ways can NMC and you benefit (or not) from MOOCs?
Use the comments below to add your thoughts and perspectives and share your experiences with MOOCs and if the experience met your goals.