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What Professors Can Learn From "Hard Core" MOOC Students
jyosim writes "Hundreds of people are spending 20 or 30 hours a week just taking free Massive Open Online Courses, or MOOCs. They're not looking for credit, just the challenge of learning. This Chronicle of Higher Ed story looks at whether these MOOC addicts think they're learning as much as they would in a traditional college course. From the article: 'Consider Anna Nachesa, a 42-year-old single mother in a village near Amsterdam who logs on to MOOCs for several hours each night after dinner with her teenage kids. She has always found TV boring, she says, and for her, MOOCs replace reading books. She is a physicist by training, with a degree from Moscow State University, and she works as a software developer.
"This stuff is actually addictive," she says. In some ways the lure is like Everest: Some want to climb it to see if they can. "The Dutch have the proverb 'If you never shoot, you already missed,'" she says.'"
How does this help me teach people to be engineers?
"'If you want to become an expert in the field,' he says, 'I think you need the book.'" My first assignment in my current PhD program was to come up with a list of errata from the textbook to submit back to the collegue of the instructor to fix for the next edition. It was one of the most informative assignments of my entire academic career.
I'm a software engineer, with some training in electrical engineering. I'm currently taking one on civil engineering. Trust me, its still a challenge- it requires mastery of physics concepts I haven't touched since high school, and some I was never really taught that I have to learn concurrently.
I still have more fans than freaks. WTF is wrong with you people?
While I'm not quite a hardcore MOOC user, I usually have three on the go as well as book learning. All of the courses I have taken have been entirely or mostly new to my existing knowledge. Given the time commitment and the nice-but-limited outcome of most MOOCs (an 'attaboy' certificate), it's a waste of time and effort to gravitate towards the comfortable.
About half of my courses complement my IT career (programming, networks, tech history), half don't (ancient history, philosophy, rhetoric, music/songwriting). Anecdotally, those peers I have interacted with have come 'cold' to many subjects, too.
It's been a most productive period of unemployment!
So out of 3 million people signed up with Coursera, only 900 have completed 10 or more courses, comparable to roughly a year of full-time schooling. Only 100 have completed 20 or more. That's a 99.97% dropout rate after one year.
This isn't going to replace other forms of education with stats like that.
This Chronicle of Higher Ed story looks at whether these MOOC addicts think they're learning as much as they would in a traditional college course.
It's been psychologically demonstrated that people who volunteer their time up-front to some activity for which they're not receiving other rewards (e.g. payment) are biased towards finding the activity fulfilling, even if it wasn't really, simply so they don't feel foolish for having wasted their time.
I have no doubt many of these people are learning things and they would probably drop out if they weren't, but self-reporting is no way to measure the efficacy of MOOCs as learning tools.
When people take courses at their own free will (as opposed to fulfilling a degree requirement), they tend to gravitate towards courses they feel comfortable with; not necessarily know the subject being taught (otherwise, what's the pont?), but something within their comfort zone.
I am currently doing a course that I would never attempt if I were enrolled in the actual school.
Why>
Because there's no skin off my ass if I fail.
The funny thing is, because there's no pressure to keep the GPA up, I'm mostly enjoying the class. There are times, when I'm just lost and I have to go to the forums for hints - no one give you the answer - and I get to hear from others who are also having problems. We "stupid" people finally get our project done and it's an incredible confidence builder. Yeah, there are grades, but it's more of a feedback mechanism than anything.
A traditional school, on the other hand, IS NOT about learning. It is about busting your balls until you play the game and get your piece of paper. Lot's of busy work because many profs think you need to do a lot of work for the sake of doing a lot of work - I actually had a prof see me in the gym and comment that if I have the time to exercise, then he's not giving enough work.
I am enjoying learning and taking a class AND being challenged for the first time in my life.
School sucks. MOOC rocks!
I don't think I can agree with you on that. People gravitate toward their interests, not just to what they feel comfortable with. That often results in picking up ever more rarified knowledge, or higher skills. In my experience that can provide plenty of challenge. There are also plenty of people that will strike out in a totally new direction just to learn something about a topic or to acquire a new skill.
People often joke about basket weaving classes, but it is a useful skill with a significant knowledge base and many skills to learn. If you care to master all aspects of the craft there is much to learn about different materials and preparation techniques, suitable construction methods with different materials, etc.
Consider the humble pencil in this classic: I, Pencil
much of left-wing thought is a kind of playing with fire by people who don't even know that fire is hot - George Orwell
to teach a niche or particular subject they find incredibly interesting and the university may not sign off on it. For example I took and Algorithms course, and a cryptography course. Both applicable to the CompSci field and degree programs but not really incorporated in the bulk of programs offered.
I think what she meant was "You can't win the lottery if you don't buy a ticket".
There's more to education than listening to lectures and taking the final exam (though the Chinese and many European schools don't seem to understand this). College education involves lectures, Q&A, homework, feedback from the teacher, projects, interaction with classmates...all in some personal manner. I am not suggesting that everyone needs one-on-one training as provided by a tutor, but interactivity is important. In mega-classrooms this is impossible. Sure, you'll get graders and TAs, but they often are unable to answer more than the most basic questions. It's not only about receiving information from the professor, it's also about responding back in turn - to improve the professor's understanding of the field, his or her teaching methodology, and to build a repor which lasts beyond the classroom.
For some years now, Wall-street and wannabee wall-street types having being trying to rebuild higher education along the lines of a business, with assembly lines and workers as interchangeable parts. It doesn't work. The quality of education is suffering. There's a race to the bottom as students are taught only how to pass the multiple-choice, computer graded exam. While understanding of certain facts is key, and rote memorization and replay have their value, it is not sufficient as part of a quality education. Small classrooms and interpersonal relations are required. This is best done in the traditional university environment.
Disclaimer; no, I am not any part of this teaching machine, either of the mass-production or hand-crafted ones.
Last year I decided to go back to school 8 years after graduating High School, even though I had made it as a Software Developer in a fairly large company. I wanted to get a CS degree, mainly for added job security. I worked myself up from lowly tech support to the companies R&D group (where I still work,) and there was no way I was going to do that again. Trouble is that the degree program started with Calc I, no pre-calc unless I wanted to take it without it counting toward the degree credit wide, and I had only gotten up to mid level algebra before then. To top it off, my arithmetic was rusty when it came to unused subjects like negative and fractional exponents, I had no idea what they meant.
Enter Khan Academy and Coursera, I fully completed all of the Arithmetic, Algebra, Geometry, Trig and Pre-Calc sections they had in about 2 months and started college. It was really addictive to have a progress bar showing how close you are to completion. I've since taken and passed Calc I and II, and passed both with a 96 and a 91. Next Semester is Calc III and Discrete Math. The point I am trying to make is that they really are effective tools, and I wouldnt have made it this far without them.
Who you callin' a MOOC?
blindly antisocialist = antisocial
Traditional college doesn't need to change. Most of the things people complain about are the result of the changes and reforms put into place over the last hundred years.
Things which are generally better at trade/tech schools are usually taught there for a reason. One of the big problems is that people don't seem to understand the difference between vocational certification and a college degree. The former is supposed to set you up for a specific job and the latter is supposed to set you up to think in an area of inquiry. They're both valuable, but if you go to the wrong one and don't know it, you're likely to be greatly disappointing.
I love MOOCs (I hate the word mooc when pronounced Mook though) I have little doubt that many courses go into way less depth than a traditional collage course. But my motivations for learning are entirely different than your typical collage student (not all just the typical). I am picking and choosing my courses based upon what I want to know so that I can put it to use tomorrow. Passing the tests in the MOOC are motivated by the fact that if I can't pass them then I haven't really been paying attention. Your typical collage student is learning many subjects where they follow a "flip-card" learning strategy so that they can pound the knowledge into their head long enough to regurgitate it onto a test. Some material will be built upon and potentially kept for life such as the core subjects for the person's degree. So an Engineer will potentially keep much of the math that they then proceed to use over the next few years but few will remember much from their mandatory arts course. The same even within specialties. Accountants who go on to become advanced bookkeepers will most likely forget their stats course material within months of learning it. I have taken and passed 3 courses from Coursera and loved all three. In every case I have proceeded to put what I learned into action. So my guess is that in 1 year I will have taken what they have given me and run much farther than your typical student taking the same university level courses unless that student chooses a path that will put that material in to regular use. But this is the advantage of my being able to cherry-pick the courses I want and need.
But comparing MOOCs to their University classroom counterparts are like comparing Radio to TV. They are different beasties. A MOOC takes a different form of discipline to take it. They have certain disadvantages in that I doubt anyone took any of the courses I took within a 100 miles of my location making physical grouping almost impossible at this point. University courses are taught by whatever professor is at hand, be they good or bad. Eventually some of the best professors are going to do MOOCs (I wish Feynman could have cooked up one as his lectures were pretty awesome) resulting in a faster more efficient learning experience. MOOCs are bringing world class courses to my desk from institutions I couldn't have gotten into. Also the prices for many MOOCs are perfect for people in parts of the world where they have no access to higher education.
But what it really boils down to for me is that a world with MOOCs is going to be a better world for so many people. I suspect that there will be a few casualties but that overall the number of winners will be incomprehensible. Also keep in mind that this is really the beginning for MOOCs so who knows how much better they will get?
An IMDB like database scoring online course quality is currently missing from the equation.
It really is too bad that you have to get to the very high end of math studies before you realize the advancements are made by completely non-linear thinking.
Mod parent up.
More than you may think – but it depends on the person.
These is less at stake when you take a MOOC. The cost is free to low. Is a subject foreign or difficult? So what if it takes you 2 or 3 passes to nail it. Is the subject not as interesting as you though? Turns out you lack the prerequisite skills? Teaching style is a poor fit? Who cares – drop it. It’s not like a failed grades or student loans will haunt you.
For myself it allows me to dip my toes into a subject at a low cost. Then I can go hog wild.
As one of the persons mentioned in this article, I can't help saying that I felt uneasy being identified by my family status (as opposed to everyone else, who were described by their professional affiliation), after all I work in SW dev longer than that journalist has been writing his articles. Didn't expect the Chronicles of High Ed be that gender biased.
In any case, for me main drives for getting involved with Coursera (and a couple of other MOOCs) were professional interests (for the stuff that was related to my work, eg computer science) and curiosity ( for the stuff that was not), combined with some free time I had available. (the bit about addiction was supposed to be a joke, but apparently that's the stuff journalists tend to pick. Lesson learned :) )
I still wonder for how long the whole MOOC frenzy will continue in its current form. One of the concerns (which is often shared by the MOOC students themselves) is that the courses might become "watered down" so that more people will be able to pass them, but there will be less value in taking them. (If everyone wins in a lottery what's the point?). Another worry is monetization and which form it will eventually take (if things come to that point at all).
In any case, there are now some courses well worth taking, even though they can't be seen as the equivalents of the "real" education, it's too experimental for that. What they can do (at least the good ones) is to provide a structured introduction to the field, which is quite valuable if you want to learn something new.
On the other side, there might be some indirect (and hopefully, positive) effect of MOOCs which isn't measured by the percentage of those who successfully finished the course, but we might not be able to see it yet. From the fact that many of the people I know follow these courses now, I would assume that there is at least a demand, and it seems to grow. OTOH, it might be just a fashion which will pass after a while. So the best strategy seems to be using it while it lasts :)
I'm signed up for almost every coursera MOOC.
I've only officially completed 1, and watched every video for about 30 others, and have downloaded videos 'to watch' for most of the others.
A few things I've found are that
1) Professors seem to like to assign waste of time busy work.
There are lots of classes that require essays or projects where it is essentially a giant waste of the students time. This includes doing videos and presentations for almost any course (a really well taught audio production course wanted every stuent to do a video essentially repeating a subset of the same material he just did. Others have wanted various large scale projects.) Since there would only be 'peer' evaluation of the material, this was all essentially busy work. There are areas where peer evaluation can be useful (some writing with rubrics and such), but mostly it was stuff that wouldn't matter at all from improving learning. Or the amount of learning improved versus the time invested was drastically out of proportion.
The math, science, programming and finance classes tend to 'get it right', only assigning an amount and type of assignment required to understand the material well, not wasting students time.
2) Science, Programming, Finance, Engineering, and Math courses are real courses, courses from Bschool and other sections are often ridiculously simple.
Of course testing and evaluating understanding of computer and science courses is quite easy, but still the quality and type of questions asked in reviews and homework and the type of assignments made sense for the Science/Tech classes; whereas I was sometimes wondering why the other courses had even bother to do a quiz the questions were so ridiculously simple minded.