Massive Open Online Courses: disruptive innovations or disturbing…
Massive Open Online Courses: disruptive innovations or disturbing inventions?
MOOCs are a free and accessible way to get an education for those who are can't necessarily afford the traditional college education. However, MOOCs have their limitations, they do not provide all of the services that a traditional classroom would offer.
ODL (Online Distance Learning) has three types, traditional open universities, OERs, and MOOCs.
Traditional Open Classrooms: have no specific start qualifications but they do ask for a form of monetary contribution.
OER or Open Edcational Resources: are educational resources that are open and free to use reuse, adapt, and share.
MOOCs or Massive Open Online Courses: "These originated in a course (Connectivism and Connective Knowledge 2008) organised by George Siemens and Stephen Downes of the University of Manitoba in 2008." (de Langen and van den Bosch, 2012, p. 218) Overall 25 paying students and 2300 people participated in this course. The success of this course causes the beginning of two platforms used for MOOCs.
MOOCs and the Quality of (distance) education
"MOOCs are already evolving in some ways away from traditional educational constraints: Udacity's courses, for example, have shifted from a time-controlled to a more competency-based learning model that takes advantage of the online medium." (de Langen and van den Bosch, 2012, p. 218-219)
cMOOCs: these course get their students to look for their own sources, write papers, and have discussions about the papers with other students.
xMOOCs: these could be looked at as really good lectures. They use a wide variety of presentation techniques.
Lots of MOOCs come from world-class universities.
MOOCs and their business model
"Most MOOCs run parallel to a regular course." (de Langen and van den Bosch, 2012, p. 220). There is a free version which is offered online, tutoring is minimal with standard reactions and automatic feedback. Discussions among students are encouraged and at times the instructor can offer time to chat with the learners. MOOCs are only offered at certain times.
Certification: Google Educator Training, Dyslexia training, First Aid Training, Khan Academy, Lynda,
"Secure Assessments (students pay to have their examinations invigilated [proctored], Coursera)." (de Langen and van den Bosch, 2012, p. 220)
Employee Recruitment (companies pay for access to student performance records, Coursera, Udacity)." (de Langen and van den Bosch, 2012, p. 220)
"Application screenings (employers/universities pay for access to records to screen applicants, Coursera, Udacity)." (de Langen and van den Bosch, 2012, p. 220)
Human tutoring or assignment making
"Selling the MOOC platform to enterprises to use in their own training courses" (de Langen and van den Bosch, 2012, p.220)
The Open University UK is the exception when it comes initiatives with MOOCs. Other distance teaching universities are moving slowly when it comes to these same initiatives on MOOCs.
There are differences between MOOCs and OERs.
MOOCs are considered a full course.
MOOCs are only available during the time the organization decides on.
OERs are composed of learning objects
OERs are available all of the time.
MOOCs: disruptive innovations or disturbing inventions?
In deciding whether or not a MOOC is a distruptive innovation, three things need to be examined.
Conquering the lower end of the market:
MOOCs and OERs are not an effective alternative to a formal education. "Non-formal learning, workplace learning and other non-degree educational programmes will be influenced when the supply of MOOCs is enlarged." (de Langen and van den Bosch, 2012, p. 223)
Replacing the existing organizations:
When considering the other two areas examined, conquering the lower end of the market and improving the quality towards industry standards MOOCs have a very slim chance of replacing traditional education.
Just because MOOCs would not be considered a disruptive innovation does not mean that they should be ignored by educational institutions.
Improving quality towards industry standards.
: "MOOCs promise cost-effective, flexible and accessible courses, using Internet technologies." (de Langen and van den Bosch, 2012, p.223).
: MOOCs to me seem like a one size fits all way of learning. The MOOCs that I have personally experienced have been a way to complete "trainings" that are required for my teaching license. I'm not sure exactly how much I learned from these because there were basic/easy questions to answer to assess your learning. While it may be beneficial for some, it, in my opinion, should not take the place of a course taken through a college or university