Teaching and Learning in a Net-Centric World

MOOCs Unfairly Maligned

online-education moocs  The Chronicle of Higher Education continues to amaze me how badly they can cover a story. This morning’s edition contains an article with a jarring headline reading “Passive MOOC Students Don’t Retain New Knowledge, Study Finds.  The study by Littlejohn and Milligan and is under review for IRRODL and thus no one – neither the Chronicle authors nor the Scottish news article authors (the second hand information upon which the Chronicle article was based) have had a chance to review the final copy. Nonetheless, the study found that indeed many professionals did not appear to apply their new knowledge to professional practice in substantive ways and showed  little  reflection on learning- despite the overall favourable impression of the content and the MOOC course in general.

There was no mention of students retaining new knowledge – or not as implied by the heading.  But more fundamentally, the students learning experience was not optimal compared to what?   I doubt there is a professional alive who has not attended a professional development event in ANY format to which these same criticism could not be levelled- and for some of the ones I have attended the content itself has been terrible and I’ve paid real money for the privilege of attending.

MOOCs are not a “perfect” way to learn, and only starry eyed proponents or venture capitalists would (or at least have) argued they are.  The popular press and the “experts” at the Chronicle have spent the first 2 years of the MOOC gushing about how terrific they are and now they provide equally bad commentary denigrating them.  I’d likely cancel my subscription to the Chronicle, if like MOOCs, the mini electronic email edition I get each work day wasn’t free!

 

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