The
rollout of MOOCs, or massive open online courses, three years ago by some of
the country’s leading universities triggered predictions that bricks-and-mortar
campuses would soon be obsolete and that learning would be forever changed.
Well,
maybe—but not any time soon, according to one of the first comprehensive
studies of MOOCs from the perspective of institutions, released on May 15 by
researchers at Teachers College, Columbia University. The study is based on 83
interviews with faculty members, administrators, researchers, and other actors
in the MOOC space from 62 institutions, mostly in the U.S. It includes 13 case
studies to illustrate how MOOCs are successfully being used to address
institutional goals.
The
study finds that a primary goal for institutions offering MOOCs is to extend
institutional reach and access to education. “MOOCs are providing educational
opportunities to millions of individuals across the world,” write Fiona M.
Hollands (Ph.D. ’03) and Devayani Tirthali (Ed.D. ’13, Ed.M. ’12), respectively
of the College’s Center for Benefit-Cost Studies of Education and the Institute
for Learning Technologies, in their report, “MOOCs: Expectations and Reality.”
However, to date, “most MOOC participants are already well-educated and
employed.” Consequently, “the evidence suggests that MOOCs currently are
falling far short of ‘democratizing’ education and may, for now, be doing more
to increase gaps in access to education than to diminish them.”
Using
MOOCs to “build and maintain brand” is another frequently mentioned
institutional goal, but while MOOCs often generate media attention, “isolating
and measuring impact of any new initiative on brand is a difficult exercise,”
the report suggests. Indeed, increasing access to online offerings and
enhancing brand may be contradictory goals, because the former can be seen as
diminishing the selectiveness of the offering institution.
Hollands
and Tirthali report that it is still too early to know whether MOOCs can live
up to the hype of providing a cost-effective means for producing better
educational outcomes on a mass scale. Cost analyses of MOOC production and
delivery at four different institutions found that costs ranged from $39,000 to
$325,000 per MOOC. “MOOCs have, so far, proved to be a significant drain on
time and money for institutions,” Hollands and Tirthali write. That picture
could change as institutions reuse MOOC materials, share them with each other,
develop common courses, replace on-campus courses with MOOCs, and save on
faculty teaching time and facilities costs. Revenue streams from MOOCs have
been slow in materializing. Unless costs of MOOC production can be recovered
through fees, Hollands and Tirthali speculate that “free, non-credit bearing
MOOCs are likely to remain available only from the wealthiest institutions that
can subsidize the costs from other sources of funds.”
As
for improving learning outcomes, MOOCs, on the whole, cannot yet make that
claim. “While interviewees provided many examples of how MOOCs have been used
to change instruction, for the most part, actual impact on educational outcomes
has not been documented in any rigorous fashion,” the report asserts.
However,
two cases highlighted in the report provide examples of positive effects on
student performance as a result of adopting MOOC-inspired strategies such as
frequent assessment and automatic feedback, or of integrating MOOCs into
flipped on-campus courses.
Hollands
and Tirthali conclude that “while the potential for MOOCs to contribute
significantly to the development of personalized and adaptive learning is high,
the reality is far from being achieved.” To get there, “a great deal of
coordination and collaboration among content experts, instructors, researchers,
instructional designers, and programmers will be necessary.”
Hollands
and Tirthali make several recommendations to institutions for increasing the
value of MOOCs to improve access and educational outcomes, and to reduce the
costs of higher education. These include:
•
Identifying multiple channels of communication to advertise MOOCs to less
connected audiences, and providing more instructional scaffolding to serve less
educated participants
•
Assessing the impact of MOOC pedagogy on educational outcomes by conducting
pre- and post-assessment of participant skills and knowledge
•
Developing metrics to assess gains in cognitive and non-cognitive skills that
can be applied outside the MOOC environment
•
Finding ways to confer economic value on MOOC completion, such as providing
employer-recognized credentials
•
Using MOOCs to substitute standardized courses across multiple campuses, or for
continuing professional development and certification
•
Working towards standardization of data formats across online learning
platforms in order to facilitate research
• Establishing an accreditation system to evaluate MOOCs
and other non-degree-based learning experiences to allow learners to accumulate
a portfolio of credentials.
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