5. Strengths and Weaknesses of MOOCs
Hollands and Tirthali (2014) in their survey on institutional expectations for MOOCs, found that building and maintaining brand was the second most important reason for institutions launching MOOCs (the most important was extending reach, which can also be seen as partly a branding exercise). Institutional branding through the use of MOOCs has been helped by elite Ivy League universities such as Stanford, MIT and Harvard leading the charge, and by Coursera limiting access to its platform to only ‘top tier’ universities. This, of course, has led to a bandwagon effect, especially since many of the universities launching MOOCs had previously disdained to move into credit-based online learning. MOOCs provided a way for these elite institutions to jump to the head of the queue in terms of status as ‘innovators’ of online learning, even though they arrived late to the party.
It obviously makes sense for institutions to use MOOCs to bring their areas of specialist expertise to a much wider public, such as the University of Alberta offering a MOOC on dinosaurs, MIT on electronics, and Harvard on Ancient Greek Heroes. MOOCs certainly help to widen knowledge of the quality of an individual professor (who is usually delighted to reach more students in one MOOC than in a lifetime of on-campus teaching). MOOCs are also a good way to give a glimpse of the quality of courses and programs offered by an institution.
However, it is difficult to measure the real impact of MOOCs on branding. As Hollands and Tirthali put it:
While many institutions have received significant media attention as a result of their MOOC activities, isolating and measuring impact of any new initiative on brand is a difficult exercise. Most institutions are only just beginning to think about how to capture and quantify branding-related benefits.
In particular, these elite institutions do not need MOOCs to boost the number of applicants for their campus-based programs (none to date is willing to accept successful completion of a MOOC for admission to credit programs), since elite institutions have no difficulty in attracting already highly qualified students.
Furthermore, once every other institution starts offering MOOCs, the branding effect gets lost to some extent. Indeed, exposing poor quality teaching or course planning to many thousands can have a negative impact on an institution’s brand, as Georgia Institute of Technology, found when one of its MOOCs crashed and burned (Jaschik, 2013). However, by and large, most MOOCs succeed in the sense of bringing an institution’s reputation in terms of knowledge and expertise to many more people than it would through any other form of teaching or publicity.