Cows Go MOOC

What are MOOCs and who started them?

They might sound like some type of Girl Scout cookie at first, but MOOC actually stands for Massive Open Online Course. They’re open college courses offered for free on the web. MOOCs are “massively open” because the classes are available to a wide variety of people- anyone with an internet connection in fact. They’ve been around for several years, but have recently been gaining popularity. For example, David Stavens started a company called Udacity, in which more than 150,000 students signed up for an Artificial Inteligence class last fall (Pappano). Other prestigious schools have also come together to form more major MOOC companies. EdX is a nonprofit start-up from Harvard and the Massachusetts Institute of Technology, with 370,000 students enrolled in first official courses. Princeton, Brown, and Columbia Universities started Coursera, which has 1.7 million participants (Papano). Scott E. Page, a University of Michigan professor who taught Coursera's model thinking course, said that he had 200 years’ worth of students in one class (Tamar). MOOCs are becoming so popular that they can no longer be ignored.

Why should I care?

One of the reasons MOOCs have grown so much is because of the many benefits they provide. First, MOOCs help spread educational opportunities to many more people than traditional universities in the past. This is possible because there is no application process that determines acceptance based on past grades, ACT scores, and other factors. Additionally, there are no set limits of seats to fill so anyone can enroll; hundreds of thousands of students can sign up. This is significantly different from brick and mortar universities. In 2010, BYU had an acceptance rate of 63% (Brigham Young University Admissions). That means that almost half of the applicants were turned away. With MOOCs, a rejection letter is not something to worry about. You’re not in or out; you’re more than a shoe in. All that needs to be done is signing up, so it eliminates the stress of writing essays about why you should be accepted, including letters of recommendation, and listing your extracurricular activities.

But MOOCs have also made education more affordable. In the past, higher-learning classes were offered only by universities, which commonly charged high tuition fees before credit was awarded, not to mention how many semesters it requires to get a degree. Tuition at BYU costs $4,850 over four years for an LDS student and almost twice as much for a non-LDS student (Brigham Young University Admissions). Imagine if a student could gain the same knowledge for free online. Classes are still taught by professors, similar assignments are given, and same information is shared, free via the internet. It can save around $20,000 in four years for a bachelor’s degree. Say goodbye to poor college students, and hello to free education for everyone!

Finally, MOOCs are beneficial because they encourage students to be self-motivated. As Justin Pope, a MOOC participant, explains in the article “One Man’s Experience at the Computer Screen,” that “when a class is free and doesn’t generally produce credentials it takes real self-discipline… to make yourself keep up. These MOOCs simulate a full course at a top-tier university, which means a minimum of 2-3 hours per week of lectures, plus quizzes, homework and reading.” It’s a way for students to learn on their own without being pressured by others, but rather, themselves. MOOCs are a commitment of time rather than money. It requires self-discipline and a thirst for knowledge. If someone where in it for the social partying life of college, they wouldn’t even have that option with MOOCs. Students who take learning seriously are the ones who finish the courses. The motivation isn’t to get an A or to check of off another degree requirement; the motivation is purely a desire to learn.

The Issue: Educational Opportunities in Rural Areas

As great as MOOCs are, we are still underutilizing them in one key area: rural communities. We need to invest in MOOCs to improve the access to knowledge that these small, distant, and under-developed regions have. Often, the main problem with rural communities is that they are not as modernized as their municipal counterparts. White Mountain Community College in New Hampshire provides an example of how behind some of these communities are. There, people have to commute from 75 to 100 miles away just for internet access! Katharine A Enguess, president of White Mountain, says that until recently nearly half of the country residents didn’t have anything but dial-up (Grossman). Roy Silver is a professor of sociology at Southeast Kentucky Community and Technical College, a rural institution in an impoverished region. Because people in the area don't have broadband at home, Mr. Silver says many of his students are behind when it comes to internet basics, such as knowing how to perform online searches (Grossman). This makes it harder for those in rural communities to access knowledge because, according to International Journal of Distance Education Technologies, as computers and network technologies advance “digital contents have become the major resources for humans to obtain knowledge” (Page 1). Rural communities are therefore separated from modern cities by both physical distance and access to learning. This creates a problem if they want to learn. Barriers such as the lack of technology in rural communities should not get in the way of learning. Moreover, people have to travel too far from their homes for an education in these areas.

Connectivity and MOOCs.

The lag in educational opportunities that rural communities face is shown by the lack of connectivity with others around the countryside. Research shows that something is being done about the lack of internet in these areas. In Massachusetts, for example, a $71.6-million state-federal effort called MassBroad-band 123 is bringing high-speed internet access to more than 120 communities in several areas of the state, many of them rural (Grossman). This shows that the federal government does indeed care about the resources and education of those in rural areas. The strategy is to invest in these areas, and hopefully it will pay off in the long run. 

It may be helpful for programs such as MassBroadband 123 to bring internet to the community, but what will be additionally be helpful is investing in MOOC companies specifically to bring them to the rural areas. This way, students will be able to stay on the farm and get the education they need via the web instead of commuting 40 miles to college campuses. Emphasis should be placed on investing in MOOCs in particular, because they will be the most beneficial. MOOCs can connect those interested in agriculture around the world, allowing them to form new ideas and techniques, sharing what has worked best for them in the past and learning from others in the future.

Investing in MOOCs will improve rural communities because it will allow rural populations to become more connected. According to the article “Massive, Open, Online Appraisals,” “35 per cent of adult Americans, usually in low-income households with no post- secondary education, do not have broadband connections at home” (Page 1). This addresses the problem most rural communities have with being disconnected. The author also claims that “MOOCs have increased the cost of the digital divide in terms of lost opportunities for the unconnected. This is not an argument against them but for better communications policy and lower connectivity tariffs.” MOOCs encourage people to take advantage of opportunities to connect with other students, even if they are far away.

MOOCs try to connect people around the world by encouraging study groups and virtual “hubs” to form. An example of this is shown when Coursera “announced on Thursday a partnership with the United States government to create ‘learning hubs’ around the world where students can go to get Internet access to free courses supplemented by weekly in-person class discussions with local teachers or facilitators” (Lewin). This not solves the problem of contact with people in MOOCs, but also those in rural areas to encourage them to get out and go see the world. It prevents digital cooning and social sheltering. That way people connect with others and MOOCs solve the problem of rural areas lacking connectivity between people. One skilled farmer in Alabama can teach another across the world. It’s like the Indians who taught the Pilgrims to put fish in the ground to grow crops better. If it weren’t for Columbus and sailing across the sea, we would have learned from these corporate communities. When talking to people across the world, people living in rural areas can see what it’s like in the other places and become more open-minded.

Money and MOOCs

MOOCs can also improve the economic development of rural areas by increasing their connectivity. In an article called “Taking Your Farm Online,” author Megan Oster writes about Agrimarketing and how it can improve the connection and awareness of farmers around the world through blogs, tradeshows, and conferences. It makes a point that farmers can “no longer ignore the internet.” Another way to take your farm online is through AgMap, a Penn State based company that allows users to market products to consumers online (Sparks). MOOCs can allow bloggers, marketers, and business people to work together and teach others how to improve in money making. Instead of only connecting the farms to other agricultural farmers, MOOCs can connect young farmers to entrepreneurs, marketers, sales men, landscapers, and more. 

Investing in MOOCs will allow farmers living in rural populations to make more money. Salah Sukkarieh, a robotics researcher at the Australian Centre for Field Robotics in Sydney, ventures "If I had the money for agricultural robots that I have from mining and defense projects, I'd solve it. But there's just not enough money in farming. We have to learn from other industries, it's a trickle-down effect" (Crow). The industry we can learn from is the one of secondary education, especially MOOCs. Once the skilled farmers use this resource to their benefit, they’ll start making the big bucks. MOOCs are a great investment for farms and agriculture because the results will pay off once the farmers learn what will best help their farm. They can increase sales in marketing by reaching a wider audience, and make some extra money by teaching.

Minorities and MOOCs

MOOCs should specifically be invested in for these underdeveloped areas because of the large number of minorities that are present there. Many underdeveloped communities also often serve as a haven for minorities or illegal immigrants, populations often granted less education opportunities than others. Of the 591 U.S. counties having more minority than majority children, 356 (60%) are rural. Census data suggest that without Hispanic migration, more than 200 nonmetropolitan counties would have experienced a population decline during this period. (Citation) These statistics show how an increasing number of minorities are living in rural areas. An issue that arises is whether or not brick and mortar schools will accept them into their programs.

In an attempt to fix the issue of discrimination, some universities have set aside a number of reserved seats for these minorities, making it difficult for everyone that wants to get the education he or she desires. The Supreme Court case California v. Bakke dealt with affirmative action, and rule whether or not specific quotas of seats should be set aside for minorities. Much controversy arose when it was discovered that Bakke had twice been rejected by the medical school, even though he had a higher grade point average than a number of minority candidates who were admitted. The school had a 16% minority quota which was ruled against. (University of California v. Bakke) While the attempt to solve this problem of acceptance rates in universities by maintaining certain quota was a wholehearted attempt at equality, it ultimately failed by creating reverse discrimination. MOOCs would solve the problem of discrimination, because anyone could sign up.

MOOCs can eliminate the issue of racial profiling or segregation by allowing anyone to take the course. This will make getting an education readily available regardless of religion, color, etc. MOOCs do not require an application for admittance, nor do they have a limited amount of spots to fill. They will have equal opportunity in receiving an education. MOOCs will also only allow disciplined students to receive a degree because it’s based on the student’s timely efforts. MOOCs are the perfect solution to school acceptance because they allow anyone to participate with internet access, regardless of what they look like, sound like, or even smell like. There isn’t human error in determining what’s fair and what’s not. It’s either the course is completed, or it’s not. It’s all up to the student. This is especially helpful to agricultural areas because of the number of minorities living there.

Counter: Nobody Cares Anyways

Agriculture is an interesting field to go into, but not very many people are introduced to the idea unless they are born into a family who is used to the agricultural community. Eldert van Henten, a robotics researcher at Wageningen University in the Netherlands, says "While the population is growing and needs to be fed, a rapidly shrinking number of people are willing to work in agriculture." (Crow) Linda Calvin, an economist at the US Department of Agriculture, predicts how U.S. Farm Labor might shrink in future years. The claim is that nobody is even interested in Agriculture, so MOOCs will not help in these areas. This could have a major impact on our country if something is not done to increase this interest.

An idea for a solution to increase interest in farm life and agriculture is through a virtual farm application. Another article called “Teaching Farming to Elementary Ed” discusses this virtual application and how it enhances the user’s interest in agriculture. (Tarng) The content is designed to be easily accessible, understandable, and motivating. This will increase interest in farm life, which is especially needed during this day in age. However, this doesn’t address the problem that students in rural communities are not getting the opportunities to learn about agriculture.

College courses need to be offered, and that’s why MOOCs should be invested in to be incorporated into farming communities, especially since there is a lack of interest. MOOCs are a great way to spark interest in agriculture and teach basic farming skills early on, when it is needed most in these communities. That way, the interest can be enraged at the crucial age of 18-22, where people are trying to figure out what they want to do with their lives. Not only that, but if they’re living on the farm, they will get the experience they need in order to teach others. Maybe MOOCs can even offer the opportunities for people to stay on a farm in order to learn what it’s really like by connecting students around the world.

Conclusion: Invest In MOOCs!
 

Farmers are falling increasingly further behind technology, and MOOCs are a great chance to change that. By investing in MOOCs and making them available to those who live in the areas, they can become more developed. MOOCs have gained popularity throughout recent years, and therefore should be carefully considered. There many benefits, some of which include accessibility, affordability, and attracting desire to learn. These benefits can especially have an effect in rural areas that are undersized. Some of the positive results of incorporating MOOCs into these communities include connecting agricultural groups around the world, enabling farmers to make more money, and providing education to minorities. Although MOOCs in agriculture is not a widely discussed topic, it is something that needs to be researched more. May seem unimportant because there aren’t very many people interested anyways, but investing in MOOCs can increase this interest. Instead of taking the people out of the rural areas to learn, let’s bring education to them. It can make a huge difference to the people in these rural areas.

Works Cited

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"The Problem with the Lack of Interaction in MOOCs" by Kristy Titensor- Final Draft

Can you remember back to the time when cell phones were almost nonexistent? It was a time when we had to call our friend’s house phone to ask if they wanted to “play”. It was a time when you would actually communicate with someone face to face instead of through a text message. It was a time where we actually interacted with people. It was a time before technology impacted our lives like it does today. We all thought that a touch screen phone was amazing when we first saw it. I can recall sitting in awe as I touched random things on the screen. It seemed so futuristic at the time. But now, technology is increasing at such a rapid rate that we now have phones that unlock with an individual’s fingerprint! Technology has grown so much, especially in recent years. It does not only add cool changes to our phone, but it affects many of aspects of our lives.

Schooling is a major aspect that has been impacted by the rapid growth of technology. There used to be only one type of school: a place where one would go to a classroom and interact with their teachers and the other students. A student could get involved in a classroom discussion and become socialized. There, they could hear feedback from other students or even give their own feedback. Going to school wasn’t just about learning, it’s also where students can grow and develop mentally, physically and socially. Without learning in a traditional classroom setting, can one still gain all the developmental aspects that come with it?

In recent years, the school system had been enveloped by technology. At first it was a positive thing. Many schools began to acquire computers and projectors to add to their classrooms. This helped to increase student resources and gave a new perspective for learning. But, newfound technology grew in the educational system. Technology did not only aid in learning, but it started to eventually overtake it. For instance, my high school introduced an online health class that you could take to fulfill a health credit. So, instead of going to class everyday and participating in group activities with the class, one could just sit on the computer and do health worksheets. This did not seem like the two classroom types were of equal opportunity. The students who took the online health course missed out on classroom educational activities that helped the students’ knowledge of health grow. The online students did not get as much out of the health class as us other students did.

The introduction of these options to do classes online became very common even with higher education. The popularity of online courses has grown as more advanced technology came about. Thus, by 2008, the United States had online learning programs available in forty-four states. Then, that same year, the first Massive Open Online Course emerged from the Open Education Resources Movement. An online class called “Connectivism and Connective Knowledge,” was taught by George Siemens and Stephen Downes. The class gave 2,300 students a chance to take the class online at no cost. This online course was considered massive and open, thus the MOOC was born. MOOCs lack certain aspects such as face to face interaction that leads to a less beneficial learning environment than the traditional classroom and will therefore effect a student development and education.

What Are MOOCs?

http://blog.commarts.wisc.edu/2013/03/11/mooc/

Massively Open Online Courses or MOOCs make learning virtually available to anyone who has the desire

to take the course. All a student needs is internet access. These courses are open and free to those students who want to be involved in some or all of the course work. The courses usually include watching videos and posting on blogs or social media for discussion on class topics. Since these online classes are “open”, the instructors usually give little feedback to their students. These courses also may not offer a degree, but they could potentially teach students some skills. The term “massive” also shows the fact that a high number of students could enroll in one class at a time. Since Massive Open Online Courses are virtual, a student will not have the traditional interaction with students and teachers. This lack of student-teacher interaction in MOOCs and will not be beneficial for learning and student development.

Interactions and MOOCs

MOOCs are “open” and can have a considerably large amount of students for one teacher to handle. This makes it very difficult for a student to go directly to a teacher for help. For most students, they want help from the teacher to get the best and most correct answer. Without the opportunity for a student to physically go up to a teacher after a lecture, it makes it tough to get an answer. A student can’t even raise their hand during a lecture because it’s all online. It goes both ways as well because an instructor can’t visibly see their student’s reactions to his or her lecture. In a traditional classroom, most professors would be able to tell if the students were lost or confused about the material. But since this is a virtual type of classroom, teachers are unable to do that. The instructor cannot pause their lesson to explain in detail what the students don’t understand. The professor isn’t even aware that the students are confused. And with the large amount of students involved, it would be difficult for an instructor to help an individual anyways.

Some might object that it is possible to gain knowledge and do well in a MOOC even without the interaction

http://classroommanagement3501.wordpress.com/relationships/

between students and teachers. In an online course, students are still able to email their instructors if they have any questions or issues. Students can also resort the others who are also taking the course. Many courses open a blog or discussion board where students can discuss certain topics. One can also email other students to ask specific questions. This may or may not be helpful to the students who are confused. But, the discussions can help broaden ones thinking and help them to develop knowledge or broaden their thinking.

So students can use other resources to ask questions, but they may not be dependable sources. First of all, the teachers have a large amount of students. Therefore, they will be less likely to help a student individually. It will be especially hard for one to get the teacher’s attention and get an actual answer back from them. Then, a student would have to resort to his or her other peers for help. These bogs and discussion groups that form through the course may not be the ideal way for one to learn. The other students in the MOOC are most likely not very knowledgeable on the subject- hence the reason why they are taking the class. Students may be helpful at times, but they are not reliable. They do not know the tests and they mostly just know what the instructor taught. These resources may seem to be reliable, but they may not always work out in the end. The best way for one to get help is the traditional way: raise your hand or go ask the teacher personally!

Face to Face Interaction

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The in-person interaction between students and teachers helps both parties understand where each other is at. For instance, if an explanation was not clear, a student could ask a question, which could be quickly followed by more questions thus facilitation responsive problem solving. In Wilson and Whitelock’s article, they discuss a project where tutors compared their online students to their face to face students. The tutors noticed that the in-person students’ language and gestures gave the tutors crucial feedback on how to teach their students. One tutor goes on to say, “ Face to face allows me to see who understands and who doesn't, also different levels of understanding, I can change my approach immediately in face to face and respond to body language”. This is a great advantage of student interaction because the teacher can tell if a student understands based on their expressions. This allows professors to change their teaching approach to improve the students’ comprehension, just like what the tutors did. Another tutor then mentions that some students don’t even know what questions to ask. Again, a student’s facial expression will help the teacher to know whether more explanation is required. This positive aspect of student-teacher interaction is something that one can’t get through an online class.

Are MOOC Students as Committed?

Many students in Massive Open Online Courses don’t work the same as they would in a traditional course setting. MOOCs are like in-person classes where as the workload differs. As we all know, some teachers are easier than others as well as some courses have a heavier workload than other courses. Mr. Seiter, a participant of MOOCs, was interviewed about his thoughts on these online classes. In his responses, he admitted that he does minimal work on the essays that the online courses require. He then goes onto mention that the other students in the class seem to turn in that same amount of minimal work. Mr. Seiter says, “The commitment level [in free online classes] is lower. The work that’s submitted is not always the student’s best work.” He later goes on to discuss that to really learn these subjects in depth, one would have to hit the books in a more traditional way. Mr. Seiter has a very valid point where he points out that most do not do their best work in an online course. These students have a lower dedication level and therefore do not do their absolute best. This lack of commitment attributes to most students attitude in an online class. In a traditional class, the interaction with teachers and peers helps one to try their best. Students are influenced by their surroundings, so therefore a classroom setting will help one work harder than a computer screen would. Since one works harder in a classroom setting, the results will be better for that student versus a student in an online class.

Are MOOCs Beneficial?

A lot of people argue that Massive Open Online Courses are actually beneficial. Some say that it’s the perfect option for someone who just wants to gain knowledge on a certain subject. McCully said about MOOCS: “What MOOCs demonstrably do best is knowledge-development and skills-development--that is, technical training, certification and accreditation. No other system has shown greater power and promise in these areas than MOOCs.” So yes, these online courses may be beneficial especially for one who is looking for technical training. One can learn from these Massively Open Online Courses if they are determined and willing to do the work.

Although this is a very good point about how students can gain knowledge and skills, it does not make up for its lack in some areas. McCully’s rebuttal to this counterargument states:

“But that is not the same as self-development, which is to say, education. To be sure, self-development necessarily includes knowledge- and skills-development, but beyond those it focuses on character-development--of personal values, life-experience, qualities of feeling (empathy, sympathy) sensitivity and insight, inspiration and aspiration, interest and concern, love and commitment, inter alia.”

McCully is showing that education is not just knowledge based. It has to do with development beyond that. How is one supposed to develop their character over an online course? Self-development is key to one’s education. This development must be a largely social and immensely personal process. Years of higher education has shown that the countless personal and social experiences are essential to one’s education. So yes, learning is much more than we think it is. As discussed, there are many aspects that go into getting a good education and some of those aspects you just cannot get online.

So What Should Be Done?

MOOCs are a common point of interest and attract a lot of argument. Many individuals have their personal opinions of whether these Massive Open Online Courses are effective or not. In the end, it all depends on what aspects you look at. Both sides of the effectiveness argument have valid points. Those who participate in these classes are bound to learn something. The knowledge one gains will be dependent on their own involvement and determination with the course. In most cases, a student will complete the course knowing something they did not know beforehand. But, that does not mean that these online classes are effective or

http://blogs.elon.edu/technology/5-design-strategies-to-engage-your-students-in-moodle/

beneficial. Without the traditional classroom setting, it is difficult for a student in higher education to self-develop. The fact that a student will not interact with their teacher does not promote the best education. A student needs to be able to cooperate with their teacher not only to learn, but also to grow and progress as a student.

As students in a higher education setting, we know that not all teachers are perfect. Most of us also realize that going to class helps us to learn and grow as student. In class, we become socialized through the interaction of our professors and peers. Can you imagine staring at a computer screen and getting lost in a lecture? What would you do? You couldn’t raise your hand to ask the professor. And likewise, the professor couldn’t see your confused face to help you either. See the problem? Student-teacher interaction is something we must strive to keep alive to continue our student development and growth as we persist through our higher education.




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The Future of Higher Education by Kirsten Keith

The Future of Higher Education

By Kirsten Keith

              The discussion between online education and Brick and Mortar colleges is becoming more and more pertinent towards this generation. The real question is, are online courses the answer for a higher education? Massive Open Online Courses (MOOC) will provide a better future of higher education by introducing a positive, efficient learning environment at no cost, helping students gain more knowledge for a specific major, and informing those, all over the world, who simply possess the desire to learn.

What are MOOCs?
There are people all over the world that are not getting any education. These MOOCs can help those in other countries that have the desire to gain an education. Not everyone can afford to go to college so MOOCs are the answer. They are free and an excellent way to begin education. I don’t think MOOCs will replace colleges completely, but they are going to provide higher education, because anyone can take them. Anyone can build up their education and pursue their goals. I also don’t think someone should build their entire education just on MOOCs especially if they’re looking for a higher job position, but online courses are definitely a good way to get started. And when everyone has adapted to technology, online courses will be the only way.

So what exactly are Massive Open Online Courses?  To put it simply, “MOOCs are noncredit bearing courses being offered for free by numerous universities and organizations to anyone interested in enrolling in these courses.” (Milman) These courses are supported by some of the best organizations and can really be helpful when trying to learn extra information or even just beginning education. These online courses can help provide a higher education because students are expanding, reaching out, and using them to gain more knowledge. These massive online courses help students all over the world, but how much help depends on the student.

The phrase ’What is a MOOC?’ can vary depending on the university and the motivation behind the course. MOOCs are still usually intended for students not enrolled in college but there is also a move towards universities providing free online courses for their on-campus students. Online courses can not only launch those who haven’t had any higher education into an environment of learning, but can help students already in college understand better and maybe even stay ahead of the curve. I know I would love to take an extra FREE class that I could do on my own time and that would help me better understand my major and chosen career path and to stay focused. MOOCs are the future of higher education.

A blogger from Top Universities comments that MOOCs are “too good to be true.”  I mean free online courses from some of the world’s top universities? That’s incredible! MOOCs are all the hype and are another tool to help adapt and adjust with technology. Technology is changing our world. It’s inevitable. What’s that saying? “If you can’t beat ‘em, join ‘em.”! Students should be ready for a new way of learning for higher education—an online education. MOOCs can help! They can aide students in gaining a better, more efficient future for higher education.

What do they do?

            The idea of MOOCs is to replace introductory courses from regular academia. These online education courses can help students take care of those classes faster and more efficient on their own time. The courses are taught by real college professors all around the nation and are really beneficial. For those who cannot afford to go to a big college campus or university can sign up for MOOCs and get their schooling done for free. This would be for students that have the desire to learn and are willing to do the work and complete the class on their own time and at their own will.

            These online courses can also help provide for a higher education by helping students study what they, individually, are interested in. They can take classes that pertain to their major so they can better understand their set curriculum. This can help them gain more knowledge and attain their goals and career faster.

Lacking in education

Technology is advancing quickly, and brick and mortar colleges cannot adapt quickly enough. Online courses provide a faster way to get started on your education. Electronic schooling is inevitable. It’s so much easier, so much faster, and so much better that anyone who owned a computer could simply get online and begin learning right then by some of the best professors from colleges and universities across the United States. MOOCs can help people gain knowledge and a higher education.

Why is higher education so important?

            Why is gaining a higher education so important? Education is power. Education provides so many experiences and opens so many doors. Better, high paying jobs are offered, intellectual conversations are made, and through that making connections with some of the smartest, most important people. Have you ever seen the movie, Limitless? It is an action-thriller about a writer, Eddie Morra, who takes an experimental drug that allows him to use 100 percent of his mind. Everything he has ever seen, read, or heard is suddenly organized and available to him. With this, he writes a book, he learns new languages; he learns all about the stock market and become filthy rich! Now, this is all very unrealistic, but could you imagine? Possessing a lot of knowledge can make one extremely successful. Do you get the point?

            My next point is that we are human, and competition is in our nature. It has been observed that parents are more education than this generation. We should be improving and gaining more education! Not the other way around! On the Here & Now radio station, Robin Young and Jeremy Hobson commentate, “For every five students who start in community college, only one finishes within three years, even though community college programs are supposed to be two years or less. The numbers at four year colleges are not much better — only around half the students who enroll manage to get their Bachelors’ degrees in six years. Reporter Jon Marcus says that statistics like those “have helped push the U.S. from first to 10th in the world” for the proportion of college graduates. Marcus says this generation of college-age Americans could become “the first to be less-well educated than their parents.” ("Will Today’s Generation Be Less Educated Than Parents?") Another source states, “Today, only about 20% of young adults will reach a higher level of education than their parents, a rate that’s among the lowest rates in the developed world, according to the OECD. Schleicher says that a major problem in the U.S. is that the skyrocketing cost of going to college has created a barrier for many young Americans.” (Brinkerhoff) This is embarrassing. Our generation is lacking in education, not just by a little, but the worst it has ever been, because of the low economy. MOOCs come at no cost so that consequently, students can learn and gain an education for free. This will help motivate and build student’s education so that hopefully this generation can make a comeback!

Introduce, help, and inform

            Online courses are a great way to bring about a positive and efficient learning environment. When someone enrolls for an online course, it is because they want to learn and gain an education. They have a positive attitude to go into it, because it’s something they want to do, not something forced upon them. Also, they are free so it’s okay if it doesn’t work out the first time! It provides a fast and more efficient way of learning for those who cannot afford to pay for college tuition.

            Some students may already be enrolled in a college or university and are just looking for more knowledge pertaining to their focus of study. What a better way to learn more about a specific subject than a free online course! Students can get ahead in their major by taking MOOCs in the comfort of their own home. They can also take the course in their spare time. There are no deadlines and no pressure. There is only the sense of learning and gaining more education.

            MOOCs can inform people all over the world with a variety of education. Anyone can get online and participate! Anyone who wants to learn, but can’t afford to enroll in college, should register for MOOCs immediately! Why wait? Start your education today! There is so much knowledge in the world that needs to be learned, and so many things left to discover!

But what about . . . ?

            Many may say that taking courses online prohibits people from gaining the social interaction that they need, but according to ELI Publications, “The online activities can be augmented by local meet-ups among students who live near one another.” In addition, “MOOCs are typically provided by higher education institutions, often in partnership with organizers such as Coursera. . .though some MOOCs are being offered directly by a college or university.” (“7 Things You Should Know About MOOCs II”) This points out that students can contact one another and meet up to study together, and at the same time, interact socially. Could this be dangerous? It would be just like any study group meeting. There is no danger added. Because MOOCs are provided by higher education institutions, it creates opportunities for students to create a better future for themselves for higher education.

            In Conclusion, Massive Open Online Courses are a great idea and a great way to provide a higher education for anyone. Anyone can use MOOCs and gain an education. They introduce a good learning environment, help students in a specific subject, and inform people all over the world. The advancing technology makes online education a more efficient option for learning and the fact that they are free provides a solution for our generation deficiency in education. Massive Open Online Courses are the future of higher education.

Works Cited

“7 Things You Should Know About MOOCs II.” EDUCAUSE. ELI UBLICATION, 11 Jun 2013. Web. 14 Nov 2013.

Brinkerhoff, Noel. "U.S. is Only Developed Country wher Younger Generation will Receive Less Education than their Parents." AllGov. N.p., 04 Dec 2012. Web. 26 Nov 2013.

Milman, N. B. (2012). MOOCs: What are they? plus 20 questions we should be asking about them. Distance Learning, 9(4), 91-93. Retrieved from http://search.proquest.com/docview/1372088500?accountid=4488

“MOOCs: The Future for Higher Education.” Top Universities. QS Quacquarelli Symonds Limited. Jul 2013. Web. 14 Nov 2013.

Young, Robin, dir. "Will Today’s Generation Be Less Educated Than Parents?." Dir. Jeremy Hobson . Here & Now. NPR, Boston, 30 Aug 2011. Radio.

"MOOCs: The Problem They Present and the Potential They Possess" by Kristin Lindsey -- Final Draft

MOOCs: The Problem They Present and the Potential They Possess

Massive open online courses (MOOCs) have become all the hype and buzz; talk of MOOCs has spread like an infectious disease throughout college campuses, and even throughout the news and media. But what is all the hype about? What are MOOCs? Could they inevitably change the means by which students, present and future, receive an education?

The Issue at Hand

Massive open online courses, or MOOCs, are free online classes that provide higher education to students on a large scale. “MOOCs typically involve video lectures, assignments graded automatically or by peers, and discussion forums that let students answer each other's questions, so

that a single professor can teach hundreds of thousands of students at a time” (Young). Professors of Ivy League universities, such as Stanford University and the Massachusetts Institute of Technology (MIT), were the first to offer MOOCs to students (Young). Since their creation, MOOCs have spurred discussion between professors, students, and parents alike. Some strongly believe in the investment of MOOCs because they provide access to higher education 
for students whose circumstances prevent them from attending a brick and mortar college; others worry that MOOCs will replace the quality education of a traditional college; still others believe that online learning should blend with traditional, face-to-face learning in order to provide maximum benefit for students. (Image)

While MOOCs provide more students access to higher education, they do not provide a well-rounded, balanced education for students. Getting an education involves more than learning about subject matter like chemistry and calculus; it involves developing valuable social skills that will prove to be helpful in the workforce and in developing relationships that last a lifetime. Massive open online courses have a harmful effect on students’ social and communicative skills, and therefore should not aim to replace the face-to-face education that a traditional brick and mortar college provides.

The Online Environment’s Impact on Social Skills

As a society, we have already seen technology and social media begin to take over the lives of people of all ages—particularly teenagers and young adults. For example, Susan Maushart, a mother of three teenagers, “pulled the plug” on her family’s electronic media for six months in response to a concern that her children “inhabit media” (Maushart 180). She stated: “My worst fear as a parent was that my kids might lose an alternative frame of reference—that growing up as Digital Natives, they would…forget there were more nourishing ways for friends and family to connect” (Maushart 181). Indeed, as Susan Maushart points out, lack of connection is a major problem that the digital world presents. Those who Maushart labels as “Digital Natives” are those who have been raised in a digital world, and do not know anything different. Since a technologically-reliant society is all that “Digital Natives” have ever known, they often do not see the value of connecting with friends and family in person, and instead resort to make these connections with others via social media sites. Although they are very helpful tools to share information and keep up with other people’s lives, social media sites—such as Facebook and Instagram—dramatically decrease the frequency of face-to-face communication, which teenagers desperately need to learn to do confidently.

MOOCs are no different. They are online courses—forms of technology. Just as social media sites inhibit people from conversing in person, MOOCs hinder students from interacting in person with other students and instructors. Several students have tasted of both a traditional college education and a MOOC-based education, and have voiced their concerns regarding online education. A student from the University of Washington who obtained a PhD in civil and environmental engineering, Mark Raleigh, addressed his concerns about a MOOC education as it relates to the engineering profession. According to him, “MOOCs shift the focus from the community to the individual and from oral to written communication” (Raleigh 25). He further stated that many vital professional skills for engineers—such as listening, speaking, and being able to think on one’s feet—are not developed when video lectures and email are the primary modes of communication between instructors and students (Raleigh 25). Raleigh’s concern about digital communication is only one opinion, but it is a representation of the opinions of many other students who do not feel a sense of connection with their instructor and online peers.

Another student, Justin Pope, studied economics. He discussed another valuable skill that MOOCs lack in the following statement: “Here’s one big thing I never did in the [online] course: I never made an argument…I never went through the process of examining disparate evidence, weighing it, synthesizing, and articulating an argument that to my mind should be part of any college course…” (Pope 11). These vital skills that Pope and Raleigh believed were lacking in an online education—namely oral communication, listening, and verbalizing an argument—pertain not only to engineers and economists, but to students with all different interests and majors. The ability to express one’s ideas thoroughly, listen to the opinions of others, and formulate an argument are all different types of social skills that increase a student’s understanding of communication. These skills are invaluable.

In addition to students, the instructors play a critical role in the learning process. In the social learning environment of a traditional classroom, students come “face-to-face with a living, caring instructor

who directly engages them and commands attention” (Raleigh 25). A live instructor therefore has the ability to answer students’ questions and spark discussions to keep students attentive, while MOOC instructors have no way of ensuring that students listening to the lecture will understand or pay attention. Although students may not always pay attention to the instructor’s lecture in a live classroom, the temptation of going on Facebook or checking email is greater in a MOOC setting where the internet is right at students’ fingertips and the lecture can be put on hold. A live instructor, in contrast to a MOOC instructor, can interact with his/her students and develop a relationship with them. One teacher, Karen Head, shared her concerns after becoming a MOOC instructor. She stated: “I prefer discussions to lectures, and I crave the connection I have with students in a traditional course. In fact, this MOOC format is in direct opposition to everything I believe good teaching to be” (Head). Good teaching certainly involves connecting with the students and building a trustworthy relationship with them; seeing an instructor’s face via video lectures does not accomplish this same feat. (Image)

In contrast, some believe that there are ways to overcome the lack of connection in online courses. James Barrood, for example, claims that video chats, virtual discussions, and meet-ups can overcome the risks of “digital cocooning”, or one’s isolation from others because of technology (Barrood 56). However, discussions and chats via digital media do not qualify as face-to-face interaction; although video chats and discussions may allow for students to speak with other students in the course and discuss the course material, it is not as effective as live conversation in social development. Face-to-face interaction is the optimal way for students to develop social skills; there is simply no way to replace the intimacy, emotion, and sincerity that comes from talking with someone in person, eye-to-eye. Also, meeting up with other online students outside of class defeats the purpose of a MOOC to create all of the learning in a centralized, online location. (Image)

Connectivism and the Learning Cycle Model

In support of the concerns of many students and teachers regarding MOOCs, psychology-based research has proven that online learning is inadequate for a student’s education due to the lack of connection and communication between students and teachers. A new learning theory, known as connectivism, emphasizes the role of social and cultural framework in building an effective learning environment (Marc & Barbera 129). This is similar to the Social Learning Theory, which suggests that people learn through contact. Connectivism sees learning as a process that involves making connections with other objects or people (Marc and Barbera 133). An important learning problem in connectivist MOOCs, according to Marc and Bandera, is that they “underconceptualize” the learner’s ability to have “fruitful learning dialogue” with others (Marc and Barbera 131). This research further demonstrates that the learning environment of online courses is inadequate because it does not account for humans’ natural need to converse and connect with others.

The underlying principle of a successful education is the need for a community. In the “learning cycle model”, presented by Rita Kop, it is important for the learner to call upon others to discuss a generated idea, ask for assistance, and get feedback and comments from others (Kop, Fournier, and Mak 77). As Kop’s model of learning diagram (below) shows, the learner publishes an idea, shares the idea, communicates the idea to others, and receives feedback from others before repurposing and reevaluating a piece of information. This constant cycle of peer reviewing an idea before reevaluating it demonstrates that other people play a huge role in one’s learning process. For example, if one students forms an argument, others will need to provide feedback and alternate opinions on that argument before the student can alter and improve their original argument; a student needs the approval or disproval of others in order to learn more about their own ideas. Additionally, the learning cycle model places a “high value on the creation of a ‘place’ where learners might feel comfortable, where there is a certain level of trust between participants in that environment—a community” (Kop, Fournier, and Mak 77). Thus, communities play a key role in helping students develop good social and communication skills because a community builds trust and encourages collaboration between its members. It is harder for students to create strong communities online because the presence of the professor in video chats seems distant and impersonal; building a community on a physical college campus, on the other hand, is much more effective because the members of the college community are physically present.

 

http://reganmian.net/wiki/ref:kop2011pedagogy

Why are Social Skills Important?

The importance of learning amongst other community members can also be applied to a specific community in which students will most likely become involved at some point: the workplace. The inability for students to interact with others face-to-face in an online learning environment stunts the growth of students’ social skills, which are vital for future employment opportunities. In a 2011 survey of 500 employers, 86 percent said they look for potential over experience in candidates (Lepper). Thus, the majority of employers value a candidate’s potential to succeed in the job more than a candidate’s previous experience and achievements. Additionally, the top three attributes employers mentioned they look for in a candidate to evaluate that candidate’s potential for the job “were enthusiasm, a commitment to learning, and social skills. The least desirable skills were academic qualifications” (Lepper). According to this survey, good social skills rather than academic qualifications among young people are key to securing a job. While brick and mortar colleges provide an environment for improvement in both academics and social skills, MOOCs focus almost entirely on greater academic achievement—the skill that employers least care about, according the survey. Young, college-aged students desperately need to have constant interaction and socialization with their peers in order to be successful in the workforce where the ability to communicate with co-workers and employers is not only highly expected, but highly praised.

The Best of Both Worlds: MOOCs and Traditional Schooling

I echo the words of Justin Pope when he says, “I’m…more aware of just how incomplete an education would be if based entirely on MOOCs” (Pope 11). Although an online education is inadequate by itself, if one’s education is attained through a blend of both MOOCs and traditional college courses, students will be able to receive a much stronger and complete education. With this solution, the benefits of online courses and the benefits of classroom learning can merge together to maximize the benefit for a student’s learning process. Online education can do what it’s good at—such as providing content and information on a specific subject and enhancing data visualization—and face-to-face education can do what it’s good at—such as encouraging discussion and argumentation, mentoring, and training students for research—to create a new blended system of education (Bonvillian and Singer 30). The potential for MOOCs to increase the speed at which one can learn a subject, along with the potential for brick and mortar colleges to encourage students’ development of social skills, create the perfect combination of knowledge and skills that students will need for the rest of their lives.

http://www.thehindu.com/features/education/are-moocs-the-answer/article4985411.ece

In conclusion, society’s obsession with technology has caused a disconnection between human interaction, thereby stunting the growth of valuable social and communicative skills that are highly valued by employers. Massive open online courses also pose this problem; video lectures and online discussions take away from students’ ability to socialize with others face-to-face and to connect with instructors and friends. As a result, an education that is received solely through MOOCs is inadequate and unbalanced. Instead of MOOCs replacing a traditional college education, the two should work together and blend their strengths to help students obtain a well-balanced education.

Works Cited

Barrood, James C. "Assessing The Mooc Landscape." University Business 16.4 (2013): 56-57. Academic Search Premier. Web. 8 Nov. 2013.

Bonvillian, William B., and Susan R. Singer. "The Online Challenge to Higher Education." Academic Search Premier. EBSCO, 2013. Web. 7 Nov. 2013.

Head, Karen. "Massive Open Online Adventure." Chronicle Of Higher Education 59.34 (2013): B24-B25. Academic Search Premier. Web. 8 Nov. 2013.

Kop, Rita, Hélène Fournier, and John Sui Fai Mak. "A Pedagogy of Abundance or a Pedagogy to Support Human Beings? Participant Support on Massive Open Online Courses." International Review of Research in Open and Distance Learning 12.7 (2011): 74-93. ERIC. Web. 7 Nov. 2013.

Lepper, Joe. "Employers Rate Social Skills above Academic Achievement." Children & Young People Now. MA Education Limited, 17 Aug. 2011. Web. 25 Nov. 2013.

Marc, Clara and Elena Barbera. "Learning Online: Massive Open Online Courses (Moocs), Connectivism, And Cultural Psychology." Distance Education 34.1 (2013): 129-136. ERIC. Web. 7 Nov. 2013.

Maushart, Susan. “When My Kids Unplugged.” Perspectives on New Media. Provo, UT: BYU Academic Publishing, 2011. 180-183. Print. 7 Nov. 2013.

Pope, Justin. "The ABCs of MOOCs: One Man's Experience At The Computer Screen." Academic Search Premier. EBSCO, 19 Aug. 2013. Web. 7 Nov. 2013.

Raleigh, Mark. "A MOOC Point." Education Full Text. H.W. Wilson, Sept. 2013. Web. 7 Nov. 2013.

Young, Jeffrey R. "In A Time Of Experimentation: Excitement And Dread." Chronicle Of Higher Education 59.46 (2013): 60-64. Academic Search Premier. Web. 8 Nov. 2013.

"MOOCs: How ineffective could they possibly be?" -Final draft, by Victoria Meza

MOOCs, simplified.

MOOCs: How ineffective could they possibly be?

Education today is improving, changing, and advancing in many different ways. One way it has advanced is through using the Internet as a means of providing that education. Online learning has been a pretty big deal in the last decade, and one thing that has emerged with regards to higher education is a free way of accessing the knowledge provided at high-end universities. This means of accessing knowledge is called a Massive Open Online Course, or MOOC. MOOCs allow for people to gain knowledge from well-qualified professors from the comfort of their own home, on their own time for free. The process is simple: Sign up online for a course that runs for about twelve weeks, and then take the course as if you were enrolled in the college itself. Really, it seems like an excellent way of gaining an education. The problem is, these courses are mostly designed for providing knowledge for the sake of people gaining knowledge and doing that only. People could choose to pay for credit if they really wanted to, but that would defeat the purpose of the course being free. There is also the issue of people signing up for courses, but never actually going through and finishing them. Plus, private funders, who are expecting a return on their investment, pay for MOOCs. If the point of MOOCs is to provide a free education, how will they get their money’s worth?

The main issue, though, that should be most concerning, is how effective MOOCs are, with regards to their educational value and the knowledge people gain from them. There are various websites available to gain this education and knowledge from, partnered with different top-notch universities that offer different courses. Looking at them from that perspective should make them more credible and trustworthy to provide a meaningful education, but there is another side to this. It is not only the teaching side that affects whether or not the education being provided is effective, but it also depends on the dedication and the motivation of the students taking these courses. Ideally, people would be able to gain knowledge and education, and treat the courses as though they were being offered for a steep price. However, this is not always the case. Although over 6.7 million people enroll in MOOCs, roughly ninety percent are not successful in completing them (Marcus).

Source

Online learning is tricky, in that sense. There is also a question of how students receive this education. If only about ten percent complete these courses, how many have actually learned something, or felt as though their course added a new level of excitement to their life? It is hard to tell how many people have felt as though the courses have made the subject less of a mystery, or if it was just another class they took, although it was different because it was online. From that point of view, although some people truly value courses offered online, this kind of education, via MOOCs, is ineffective at providing an education that users could consider meaningful.

Here’s the problem.

A meaningful online education is not possible for everybody to attain. In fact, the concept of online learning is not a new one. Colleges and universities have already been utilizing the Internet and the advantages of it for instructors to collect papers and offer quizzes and tests. One instructor in particular, Joyce Hurt (an instructor at the Governor’s School of South Virginia), uses her experience and research to relate to her readers the importance of a worthy Internet connection and having a “face-to-face” interaction between instructors and their students. The reason for this, she explains, is mostly a disadvantage toward the students when in a distance/online learning situation, to the point where the students taking part in distance/online learning were feeling “isolated”, or they did not possess the motivation or the “discipline” (Hurt). This is important to consider because not all students are the same, and not all instructors are effective at teaching when not physically there to provide the material. Some students do possess the skills necessary to succeed in these kinds of courses, but others do not, and they would be better off not taking the courses offered online. In a perfect world, people who did not learn well from an online environment would have the option of taking the same course in a physical location with the same benefits, but what purpose would that serve? It would completely contradict the purpose of MOOCs, or online education in general. The problem is discerning if someone is willing to put themselves through rigorous courses regardless of the purpose, if it was for fun, or if it was to seriously learn the craft online. It is things like this that impact whether or not MOOCs are effective in providing a meaningful education.

Although it is proven by some researchers that online learning is not for everyone, students taking courses online feel as though those courses are ineffective. Online education may be convenient, and it may be flexible, but according to students taking a social work course at James Cook University, the course was ineffective at reinforcing the material being taught through these courses. In fact, the students agreed that it would be ideal if there were some degree of face-to-face interaction with the online instruction as a guiding tool (Johnston). These students provided relevant information because they were the ones to go through the course. It is important to note that these students did figure their experience was valuable, but it was ultimately considered ineffective because of the way the course was delivered. Regarding students that take MOOCs, they too take these courses because they are convenient and flexible. However, looking at the information gathered, it should be taken into consideration that the information taught would not be received as well as if it were taught face-to-face. It can be inferred that these social work students possessed the skills necessary to ideally succeed in their online course, but it is one thing to learn material face-to-face and another to absorb information from a computer screen. With this kind of evidence, it should be noted that it is also challenging to convert a face-to-face course to fit the Internet medium.

Admittedly, there has been some research done that suggests that there really is no difference between a face-to-face course and one that is taught mainly online, especially considering the success of the students taking the course. That is, according to Joy L.M. Brown, “[w]hen comparing the average grades in…web-based courses to the average grades in…land-based courses, there was not much difference.” With this kind of evidence, it is hard to deny that these courses may well be used in place of face-to-face instruction. However, the way courses were taught in the online setting, instructors took precautions to ensure their students were on top of their coursework. Although instructors who teach online courses via MOOCs may try to accomplish the same thing, there is no way that everyone can or will take the time for these precautions, or they may not consider taking precautions for such courses. It is a nice thought that this kind of evidence could hold true for all online courses, but realistically, not every course will be as successful as they were in Brown’s study.

Is there a solution for this?

One source, Jeffrey R. Young (Harvard educated editor for The Chronicle of Higher Education), has compiled a list of tips that help to make MOOCs a more successful experience for educators creating them, but can equally apply to prospective students, from students who have successfully completed the courses already.

The first in this list involves “clarity and organization.” According to the article, this means understanding that glitches do exist, and they will cause problems (Young). However, this also means staying on top of things to make up for the technology failures. Although MOOCs are a convenient and flexible way of attaining knowledge, they also require a certain level of self-motivation, or intrinsic motivation. In Medical Education, intrinsic motivation is defined as “the desire to do something because it is inherently interesting” (Masaaki). While formal education provides external motivators

An excellent example of extrinsic motivation.

, such as grades and a degree, massive open online courses do not. They may offer certificates, but those are relatively meaningless in today’s society. That certificate proves you learned a thing, but it does not do much more than that. Unless the purpose of taking the MOOC is to expand your personal knowledge on the subject and learn for the sake of learning, it does not matter to potential employers. So it is important that to be successful with these courses to keep that factor in mind. Those who have completed MOOCs before have this understanding and complete them anyway because they love to learn, and they have this intrinsic motivation. So it is easy for them to adjust and utilize clarity and organization while taking these courses.

Another tip Young suggests to these instructors, and by extension potential students, is that “passion matters most.” This is very fitting because while it does apply to both instructor and student, it implies that to be successful in these massive open online courses, intrinsic motivation is necessary. Joseph Sanacore suggests that there is something instructors can do about their students, if they are not feeling the love of learning required to succeed in any course, whether or not it is offered online. Through his research, he has found that it is important for instructors to provide their students with “well-matched sources across the curriculum” and “well-trained…instructional support” (Sanacore). Truthfully, the issue of an instructor teaching on a MOOC being well-trained is less likely to be a problem because the instructors teaching these courses are normally already teaching at top-notch universities. They were hired for their expansive knowledge of whatever subject they teach. The real issue here lies in whether or not instructors provide sources for their students to be intrigued by. The students taking the course have made the choice to take it already, which means they already have an interest in it. There is nothing to dictate the courses they choose to take, so their interest is a real one. The trick is to keep their interest by not only being a phenomenal instructor, but also providing them with other interesting, exciting sources that will provide information that will keep students on their toes. From a student’s perspective, it is also good for the student to take advantage of how knowledgeable their instructor is and the sources they provide. It is important for students taking these courses to realize the amazing opportunity in front of them. This will aid in igniting that passion to learn, and in essence provide some sort of motivation for students to continue in the course and be successful.

These are good ideas, but…

It is important to realize that while these are relatively okay ideas to fix this issue of MOOCs being ineffective at having some sort of lasting effect on people, they could be made more effective if they were tweaked a little bit. Combining and being stronger together could improve them substantially. People should recognize how intrinsically motivated they are because in the long run, it could affect how much of an impact the education they’ve earned really made a difference. It would also help if people chose the courses they really were interested in taking. Honestly, it is one thing to choose a bunch of courses to take because they sound interesting, but it is another thing to take a course because of how exciting it sounds, or how interested you are in it. Still, it is also important to take into account how extremely advantageous it is to have professors from reputable universities teaching these courses for free. They have chosen to provide their knowledge and educate the general public, and if that does not strike a chord within you, it needs to. Having someone with that much knowledge and prowess is a gift, and while they need to take into consideration how well they’re teaching the material, there is some level of passion within their course and how they teach it. It is equally important for a student to take the initiative and go the extra mile with their studies for their courses to make their time useful. Professors should provide their students with extra sources that are equally interesting, and students should take advantage of these sources. Although, it should be noted that the extra sources do not need to be necessary to pass the course, but for the course to have some level of meaning, students should consider looking into the sources their instructors provide. A combination of the solutions listed above, with some clarifications would be more effective than simply implementing one or the other.

So… Does that mean MOOCs can be more effective?

Not exactly. While there are some things both students and instructors can work on to make their experiences better and more meaningful, there is no way for everyone to have the same kind of learning experience with these courses. Mostly, it depends on how intrinsically motivated students are. For students to be successful in these courses, they need to get over the fact that they will not get credit that serves a purpose in today’s society. They need to realize that these courses are there for the sake of educating the public. It should not deter anyone from taking the courses, but the effectiveness of a course rests on the student’s shoulders. Everything comes with a price, and in MOOCs’ case, that price is your motivation.

Works Cited

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Hurt, Joyce. "The Advantages And Disadvantages Of Teaching And Learning On-Line." Delta Kappa Gamma Bulletin 74.4 (2008): 5-11. Academic Search Premier. Web. 1 Nov. 2013.

Johnston, Nicole. "Is An Online Learning Module An Effective Way To Develop Information Literacy Skills?." Australian Academic & Research Libraries 41.3 (2010): 207-218. Academic Search Premier. Web. 2 Nov. 2013.

Marcus, Jon. "U.S." US All Hail MOOCs Just Don't Ask If They Actually Work Comments. Time Inc., 12 Sept. 2013. Web. 20 Nov. 2013.

Tanaka, Masaaki, et al. "Personality Traits Associated With Intrinsic Academic Motivation In Medical Students." Medical Education 43.4 (2009): 384-387. Academic Search Premier. Web. 26 Nov. 2013.

Sanacore, Joseph. "Turning Reluctant Learners Into Inspired Learners." Clearing House 82.1 (2008): 40-44. Academic Search Premier. Web. 26 Nov. 2013.

Young, Jeffrey R. "Technology." The Chronicle of Higher Education. The Chronicle of Higher Education Inc., 20 May 2013. Web. 20 Nov. 2013.