What are MOOCs?
Just in case you don’t know what MOOCs are (massive, open online courses), they are usually courses that use video recordings of lectures from top professors from elite universities, such as Stanford, MIT and Harvard, and computer-marked assessments, sometimes combined with unmonitored online student discussions and peer review. MOOCs are made freely available to anyone who wants to sign up. The main platforms for MOOCs are Coursera, edX, Udacity and FutureLearn. There are also quite a different kind of MOOC, called connectivists MOOCs, that are more like online communities of practice
The first MOOCs attracted over 200,000 enrolments per course, although numbers in recent years are more in the 2,500 range. Nevertheless it is estimated that there are more than 34 million participants worldwide registering in MOOCs each year.
Since the first ones launched in 2008, MOOCs have been rapidly evolving.
MOOCs vs online credit courses
Given all the publicity and hype over MOOCs, you could be forgiven for thinking that MOOCs are all you need to know about online learning. However, you would be sadly mistaken.
Online learning existed as a serious part of education at least 15 years before MOOCs arrived on the scene. The following graph shows the increase in online courses for credit up to 2012 in the USA post-secondary education system, before the first MOOCs were launched:
By 2013 at least one in three students in post-secondary education was taking at least one online course as part of a degree program. At the moment according to the U.S. Department of Education somewhere between 8-15% of all university degree course enrolments are in fully online courses. Online course enrolments continue to grow at rate (10-20% per annum) much faster than enrolments for on-campus courses (2-3% per annum) (Allen and Seaman, 2016).
So what’s the difference?
- MOOCs have much higher numbers of initial participants generally than online credit courses; MOOCs can have anywhere between 2,000 to 200,000 participants who sign up, whereas online courses for credit can have anywhere between 20 to 2,000 registered enrolments. Fully online courses for credit usually though have 100 enrolments per course or less;
- MOOCs, with very few exceptions, do not provide credits towards degrees, although a certificate may be issued (for a price) for those that complete computer-based assessments. However, even the institutions offering MOOCs do not accept successful completion of their courses towards credit in their own institution;
- MOOCs have very low successful completion rates (less than 10%, usually closer to 5%) whereas fully online courses for credit often have completion rates as high or just below those for equivalent face-to-face courses. For instance in Ontario in 2011, completion rates for all fully online courses for credit in the Ontario public post-secondary system were within 5% of completion rates for face-to-face classes in universities, and within 10% for two year colleges; in other words roughly 80% or more of students in fully online courses for credit will successfully complete;
- MOOCs provide almost no personal learning support for learners from qualified instructors, whereas most successful fully online courses for credit have a strong instructor online presence;
- MOOCs generally charge no fee to participate (although a fee may be charged for a certificate of completion); fully online courses for credit normally charge the same fee as, or slightly higher than, those for campus-based courses or programs.
In other words, MOOCs are just one, more recent, form of online learning. They are more like continuing education programs, except they are free. Think of them as a modern form of educational television.
Much has been made about MOOCs disrupting the higher education system (Christensen, 2010), being a solution to educational problems in developing countries (Friedman, 2013), and being a threat to the existence of universities. Leslie Wilson of the European University Association has commented that MOOCs have forced Vice Chancellors to focus on teaching and learning (which I find a somewhat sad comment: why weren’t they focusing on that before MOOCs came along)?
However, after all the initial publicity, MOOCs have settled down into an important but relatively small niche in post-secondary education, a form of continuing education that still struggles to find a successful business model that works for the universities that supply MOOCs.
Why then all the fuss?
Good question! There is a combination of factors that have resulted in the publicity and hype.
One of the most important is that the development of MOOCs was largely driven by faculty (and mainly computer-science faculty) from highly prestigious, elite universities such as Stanford, MIT and Harvard. This has resulted in a bandwagon effect of follow my leader from other universities. Whatever the faults or weaknesses of MOOCs, these elite universities have made online learning highly visible, whereas before, although online courses for credit had been slowly gaining ground, online learning was still seen as peripheral and slightly disreputable.
MOOCs also coincided with a time when states in the USA were making big cuts in higher education budgets due to the 2008 financial recession, leading to lack of tax revenues; many saw MOOCs as an alternative to high cost, campus-based universities. Over time, this argument has become less convincing, partly due to the lack of recognition for credit of successful MOOC completion, and partly due to the difficulties of developing the high level of skills needed outside the purely quantitative subject areas with so little learner support .
- Most faculty will need, at least in the short-term, to focus on online courses, blended or fully online, for credit, not MOOCs. These for credit online courses will need different approaches in terms of course design and learner support from MOOCs, if high completion rates are to be achieved and high level learning skills are to be developed in students;
- For some ‘star’ faculty in subject areas where the university is particularly or uniquely strong, MOOCs will still be an attractive proposition, boosting both the star faculty member’s reach and reputation, and the brand of the university;
- MOOC design will evolve, probably converging towards the designs used for successful for-credit online courses, but this will likely increase costs; at the same time, the design of for-credit courses may also benefit from some of the lessons in ‘scaling’ from successful MOOCs;
- there are many other forms of online learning besides MOOCs, and within online courses for credit there are many different approaches; it is important to be aware of the strengths and weaknesses of each of these variations in online learning, so the appropriate choices can be made. This is the topic of my next post in this series.
If you want to know more about MOOCs, and their strengths and weaknesses, here is some suggested further homework (if you read/watch it all, possibly 2 hours of reading/watching):
- Downes, S. (2012) Massively Open Online Courses are here to stay, Stephen’s Web, July 20
- TED Talks: Daphne Koller: What we’re learning from online education
- From Teaching in a Digital Age:
- Coughlan, S. (2106) Top Universities to Offer Full Degrees Online in Five Years‘ BBC News, 6 July
‘What kinds of online learning are there?’ (to be posted early in the week 25-31 July, 2016)
If you have comments, questions or plain disagree, please use the comment box below.
Allen, L. and Seaman, J. (2016) Online Report Card: Tracking Online Education in the United States Wellesley MA: Babson Survey Research Group
Downes, S. (2016) Connectivism, MOOCs and Innovation, Stephen Downes, July 25
Christensen, C. (2010) Disrupting Class, Expanded Edition: How Disruptive Innovation Will Change the Way the World Learns New York: McGraw-Hill
Friedman, T. (2013) Revolution Hits the Universities New York Times, January 26