7. Why MOOCs Are Only Part of the Answer?
7.2. The Limitations of xMOOCs
The real threat of xMOOCs is to the very large face-to-face lecture classes found in many universities at the undergraduate level. MOOCs are a more effective way of replacing such lectures. They are more interactive and permanent so students can go over the materials many times. I have heard MOOC instructors argue that their MOOCs are better than their classroom lectures. They put more care and effort into them.
However, we should question why we are teaching in this way on campus. Content is now freely available anywhere on the Internet – including MOOCs. What is needed is information management: how to identify the knowledge you need, how to evaluate it, how to apply it. xMOOCs do not do that. They pre-select and package the information. My big concern with xMOOCs is their limitation, as currently designed, for developing the higher-order intellectual skills needed in a digital world. Unfortunately, xMOOCs are taking the least appropriate design model for developing 21st century skills from on-campus teaching and moving this inappropriate design model online. Just because the lectures come from elite universities does not necessarily mean that learners will develop high-level intellectual skills, even though the content is of the highest quality. More importantly, with MOOCs, relatively few students succeed, in terms of assessment, and those that do are tested mainly on comprehension and limited application of knowledge.
We can and have done much better in terms of skills for a digital age with other pedagogical approaches, both on campus, such as problem- or inquiry-based learning, and online using more constructivist approaches in credit courses, such as online collaborative learning. However, these alternative methods to lectures do not scale so easily. The interaction between an expert and a novice still remains critical for developing deep understanding, transformative learning resulting in the learner seeing the world differently, and for developing high levels of evidence-based critical thinking, evaluation of complex alternatives, and high-level decision-making. Computer technology to date is extremely poor at enabling this kind of learning to develop. This is why credit-based classroom and online learning still aim to have a relatively low instructor:student ratio and still need to focus a great deal on the interaction between instructor and students.
However, xMOOCs are valuable as a form of continuing education, or as a source of open educational materials that can be part of a broader educational offering. They can be a valuable supplement to campus-based education. They are not a replacement though for either conventional education or the current design of online credit programs. As a form of continuing education, low completion rates and the lack of formal credit is not of great significance. However, completion rates and quality assessment DO matter if MOOCs are being seen as a substitute or a replacement for formal education, even classroom lectures.