How do MOOCs fit into the general higher education landscape? Or are they more suited to the “fringe?”
Massive Open Online Courses (MOOC) fit into general higher education by expanding and broadening the learning environment to include the non-traditional student. Society has ingrained in ourselves the belief that education without a degree is not an education. This could not be further from the truth. Selingo (2014) stated that many educators feel as though MOOC’s have failed to meet their promises based on the fact that they lack completion rates and the prestige of attending a traditional college. What they fail to see is the business owner that needs to learn how to prepare a business plan for financing, or the mechanic that wants to learn more about diesel engines, or any number of topics. The non-traditional student is not necessarily worried about hanging a diploma on a wall or walking across a stage. MOOC’s offer real tangible education that can be applied directly to one’s field tomorrow.
Expanding on MOOC’s and integrating them into degree-seeking students is something that is gaining steam and appeals to working professionals and others. It has always interested me that society seems to be bellowing for diversity and equity within the walls of higher education and yet has the question been asked whether many of the disadvantaged people or lower socioeconomic people want to attain a degree? We have the most open an available higher education system in the world and yet our diversity numbers remain about the same. Population sizes of each group must also be factored into the possible lack of diversity. It is not for the fringe, MOOC’s are here and only going to grow in breadth and depth of knowledge.
What can traditional higher education institutions learn from MOOCs to use them effectively as a learning tool?
Traditional higher education institutions can learn from the way MOOC’s focus more on content than time, on benchmarks/mastery more than checking boxes on a to-do list, increasing quality of education, and decreasing cost according to Christensen, et al. (2011). Further, there is an untapped potential for meeting continuing education requirements, professional training, and module-specific tracks that appeal to a broader student base.
How can institutions measure the quality of MOOC design, delivery, and outcomes such that they can be included in a student’s transcript and graduation requirements? Discuss the likelihood of that occurrence.
The measurement of quality in an MOOC would have to show some standard that must be met and demonstrate the content to meet that standard. This would be like attempting to transfer credit hours from one university to another. The course content is evaluated to see if it meets the same standard for credit. Additionally, there would have to be an examination or proficiency test to ensure students actually learned the material. Lastly, there would need to be a way to discourage cheating, for example having someone else take the test for you. Biometrics could help solve this dilemma and offer credibility to an MOOC. The likelihood of this occurring is great and attainable. National standards are already making their way through our education system.
References
Christensen, C. M., Horn, M. B., Caldera, L., & Soares, L. (2011). Disrupting college: How disruptive innovation can deliver quality and affordability to postsecondary education. Washington, DC and Mountain View, CA: Center for American Progress and Innosight Institute.
Selingo, J. J. (2014, October 29). Demystifying the MOOC. The New York Times. Retrieved from http://www.nytimes.com/2014/11/02/education/edlife/demystifying-the-mooc.html
Dr. Hanifen's Education Blog 
I agree that there has to be some standard and measurement of proficiency to count for credit toward a degree.I do not think that an examination would have to be the measurement of proficiency. It could be real application of the skills learned that serve as the assessment. MOOCs would have to have tuition tied to them, they would have pre-determined criteria for completion, and they would most likely have a deadline for completion if the courses would ever be considered as satisfying the criteria for a degree. MOOCs would also need to be considered a valuable part of the universities’ course offerings, valued in policies, and included in quality assurance initiatives (Ossiannilsson, et. al, 2016). As “MOOCs provide course experiences and competence development in the lifelong learning process, such innovative strategies become new business models for higher education” (Ossiannilsson, et. al, 2016).
Michelle Southard
Reference
Ossiannilsson, E., Altinay, F., & Altinay, Z. (2016). MOOCs as change agents to boost innovation in higher education learning arenas. Education Sciences, 6, 1-13. Retrieved from http://cupdx.idm.oclc.org/login?url=https://search-proquest-com.cupdx.idm.oclc.org/docview/1871582082?accountid=10248
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Michael,
MOOCs should not been seen as the be-all, end-all for the problems in higher education. Rather, MOOCs are more of a possibility for those students who are already motivated to learn. Hybrid courses may the way that MOOCs can have the highest impact, as well as career training. With hybrid courses, the MOOC would act as a supplement to in-class learning at a college or university. The college would be able to look at how well a student performed in a hybrid class as compared to a regular class. This would let the institution know just how well the MOOC as part of a hybrid is performing. What are your thoughts??
Dr. G
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Dr. G,
Certainly MOOC’s can not take over and encompass all areas of educational needs. I do not think my writing came across that way. I stated “MOOC’s fit into general higher education by expandig and broadening the learnig enviornment to include the non-traditional student.” Additionally, I stated, “[f]urther, there is an untapped potential for meeting continuing education requirements, professional training, and module-specific tracks that appeal to a broader student base.” I agree completely that a hybrid use of MOOC’s would greatly enhance traditional class work.
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