State of MOOCs

Gary May, dean of engineering at Georgia Tech, wrote in Inside Higher Education, "The prospect of MOOCs replacing the physical college campus for undergraduates is dubious at best. Other target audiences are likely better suited for Moocs."

I wonder why the state. And what could be the target audiences of MOOCs?

My daughter took a physics course during last summer online. A lot of tears (frustration), sweats (hard-working), and cheers (rewards for persistency). I am not sure I would encourage her to take a college level course next summer. Probably the course was way too challenging for a to-be-a-seventh-grader then. However, some online courses suitable for young kids to complete during summer/winter breaks should be complementary to K12. (Think how many more days kids could learn outside their regular school terms.)

I personally have enjoyed the Moocs offered at coursera.org. I haven't completed any courses. But I followed a few courses while I was interested at any particular research/teaching subject now and then. MOOCs provide multiple multitudes for teachers to conduct professional developments nowadays.

It was reported that the completion rates of the MOOCs courses are typically low. For example, based on Keren Head's report on The Chronicle of Higher Education on the freshman-compoistion MOOC she taught, they had 21,934 students enrolled, 14,771 of whom were active in the course, 95,631 views on the 26 lecture videos, 19,571 peer assessments done for 2,942 times of student work submissions, and 238 students completed with a certificate.

The numbers are still amazing for us to see the values of MOOCs for the whole society. But the problem is also obvious.

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