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How MOOC Faculty Exploit People's Desire To Learn
RichDiesal writes "Just as businesses try to make something off of massively online open courses (MOOCs), so do the faculty running them. But instead of seeking money, MOOC faculty seek something far more valuable: a cheap source of data for social science research. Unfortunately, the rights of research participants are sometimes ignored in MOOCs, and successful completion of courses are sometimes held hostage in exchange for mandatory participation in research, as in this case study of a Coursera MOOC. Such behavior is not tolerated in "real" college courses, so why is it tolerated in MOOCs taught by the same faculty?"
Sounds like somebody has an axe to grind
I read TFA and all I got was this lousy cookie
If it was a real experiment, they'd have to have an ethics review and all the details of the research would have to be disclosed to the participants. Since this is not happening, any data derived from the MOOC "research" is not ethically sound, probably completely invalid from a social science perspective, and should probably get Coursera in trouble with certain academic circles.
It's tolerated for the same reason "free" services such as those provided by Google, Yahoo!, Facebook, and most any other important social media company display ads and do data mining on visitor and subscriber behavior. The research being conducted with the data collected in MOOCs is one of the most socially valuable results possible since it leads directly to better education for the world. As Andrew Ng has stated plainly, his primary concern in participating in Coursera is delivering the best education possible to the world's poorest people. Coursera A/B tests most every aspect of the student learning experience and makes decisions based on what results in the best student learning outcome. Exactly what better system are you proposing?
Because you also had the alternative option of writing an essay, or some such thing (but the experiments were far more interesting than writing yet another essay; who'd choose an essay?). I've never seen a psych department that doesn't offer alternatives, for this very reason. You can't force participation.
Fuck with their data. Give them false answers and rub it in.
I almost never answer online marketing surveys truthfully, particularly when they are required for something they shouldn't be required for. It should be no different when academia does it.
I think it's pretty obvious to everyone that a MOOC is going to be an inferior experience to a physical lecture and TA-led study sessions. On the other hand it's drastically better than the "no education" you could alternately get for the same price. And if you have an axe to grind against 50,000:1 ratios, are you volunteering to teach at more reasonable ratio in southern Africa or India at local wages?
As far as the lecture itself goes, frankly I would be surprised if 50,000:1 were notably worse than the 500:1 you sometimes see in intro courses, or even a 50:1 ratio. Once the class is too large for the professor to meaningfully engage with students individually then what does it matter how many extra eyes are watching?. It might even be better given the quantized feedback and sample size, and the fact that you can actually read the "blackboard" comfortably. Not to mention immediately back up and repeat any bits that confuse you.
--- Most topics have many sides worth arguing, allow me to take one opposite you.
Going to a brick and mortar univerrsity will cost you tens of thousands of dollars. How much do MOOCs cost you? Most likely the cost is zero.
As someone who needed to spend years crawling out of my university debt, you would need to use an electron microscope to see the size of the violin I'm playing right now.
Nothing in this world comes for free, nor should it. If you don't like it, then do without, you bloody self-entitled cheepskates.
From the article: Instead of paying new employees during an onboarding and training period, business can now require employees to take a “free course” before paying them a dime.
The next step is when companies start suggesting the problems they would like to have solved for course credit. The course is "free" to the participant,but somebody is paying the bills, and that somebody expects to get something of value.
From the original post: "Such behavior is not tolerated in "real" college courses, so why is it tolerated in MOOCs taught by the same faculty?"
TFA answers the question quite nicely: "Despite a couple of years of discussion, the question of monetization remains largely unresolved. MOOCs are about as popular as they were, they still drain resources from the companies hosting them, and they still don’t provide much to those hosts in return." Good or bad, it's an attempt to try to get something useful in return for the effort it takes to create a MOOC course. It's as simple as that, and there's no reason to read anything more sinister into it.
And let's not hyperbolically describe this as "holding the users hostage," okay? Users are free to leave the course whenever they want -- hostage situations don't usually work that way.
Didn't someone point out that if you're getting something for free, you probably are the product? In the same way that Facebook happily sells your personal information to advertisers, these professors use your information for their own benefit. If you get something for (nothing | less than full price) it's probably in exchange for something else.
"...successful completion of courses are sometimes held hostage in exchange for mandatory participation in research, as in this case study of a Coursera MOOC. Such behavior is not tolerated in 'real' college courses..."
Signing up for one or more experiments was a requirement of every undergrad psych class I took.
So then you wouldn't have too much of a problem when I give you nonsensical answers to your questions on your "required" questionnaire? The major difference is in traditional class there is oversight (ethics boards) that is non-existent in MOOC and the ability to opt out of it. As TFA states, students were required to populate a database essentially doing the researcher's work. Again, what is to say that I won't just throw all kinds of garbage in that? Then what value is that research when thousands do the same given the scale MOOC is talking about?
This is a sig. This is only a sig. Had this been an actual sig you would have been informed where to tune for more sigs.
I took that first Thrun/Norvig pre-Udacity AI course. I have been taking one or two Udacity or Coursera courses per season since they started up. Before any of this, I was watching Stanford courses on iTunesU. Sometimes I complete the course. Sometimes I don't. But I almost always get something out of the courses. I am a mid-senior software engineer, but I still have plenty to learn.
I have never been the kind of student who approached the professor outside of class, so I think that MOOCs are fine (I barely even use the MOOC forums.) Most of the problems that I have found with the MOOCs could have just as easily been a problem with an in-person course.
For example, I recently took a Coursera Social Psychology course. It started off very interesting, but, about halfway through, it seemed clear to me that the lecturer had an agenda and the course veered into promoting the agenda (plus a little "help me refine some psychology software that I have been developing") over education on the topics. Since I was more than halfway through I finished watching all of the lectures, but found myself rolling my eyes more and more frequently. But, I have seen that kind of thing in in-person courses, as has my perpetual grad student brother.
I have applied for the Udacity/GATech Online Master of CS program. If I get in, since I will be paying money, I will take it more seriously than I have the other MOOCs that I have taken.
I have surveyed several coursera courses and completed a couple. Being a Comp Sci, telecoms professional, I derived tremendous value from Coursera material related to these disciplines. Only cost is my time. The video lectures are gold. Most classes that I've seen are project based. Learning is doing. In general, I've found that course difficulty usually floats somewhere between college senior and first year grad student. Some are just insanely hard. One has to accept that one bit of important material is missing, proofs. Just no way to auto-grade them, in general. I haven't seen anything to complain about.
The research being conducted with the data collected in MOOCs is one of the most socially valuable results possible since it leads directly to better education for the world.
This scans like marketing newspeak. Astroturf?
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