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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.'"
The first thing you should learn is to read the article. There, you will find these four points listed:
1) Clarity and organization are key.
2)Professors are the stars (the university name isn't so important)
3)Text still matters. (because videos aren't searchable)
4)Passion matters most. (you don't have to be a pretty movie star)
"First they came for the slanderers and i said nothing."
5) It's all about ACCESS
There are plenty of people out there who have the desire and the ability to improve themselves, but for one reason or another can't take time out of their lives to leave their jobs and go back to school. The MOOC is the great new solution to their dilemma. Now anyone and everyone can get access to training and education, to better themselves in their spare time. After all, we're now in the 21st century, and shouldn't have to be constrained by old limits on things like classroom size, etc.
What's needed going forward, are paths to accreditation so that MOOC students can merge themselves into the mainstream of education and qualification. Hey, as long as a student can genuinely pass the tests and examinations which authentically gauge their prowess, then why should it matter whether they got their education face-to-face in a classroom vs online? In the end, it's knowledge and ability which count.
We may be entering into a new age of "Social Learning" whereby our social circles and our study groups become one and the same. We will increasingly spend more of our time communicating with study peers through whom we can advance our knowledge, so that any ultimate interaction with the instructor will be more efficient and productive.
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!
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.
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.
An IMDB like database scoring online course quality is currently missing from the equation.
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 :)