Flamig (2016). MOOCs Grow Up.

Flamig, B. (2016, February). MOOCs Grow Up. Computer Power User, 16(2), 67–73.

“Providing anyone, no matter their location or socioeconomic status, with free access to the same course curriculum taught on campus at Harvard, MIT, Stanford, and other top universities was seen as a great educational equalizer.” (p 67)

“… for the most part, the primary users of MOOCs have been affluent people who already hold degrees.” (p 67)

“… Udacity has shifted focus to expressly offer courses that teach skills, including tech-related ones, that companies are seeking in employees.” (p 67)

“Merrill Cook, founder of Online Course Report (www.onlinecoursereport.com), says, ‘MOOCs will be continually used to bolster interest and expertise in core technologies that corporations need talent in.'” (p 67)

[“The Evolution Of MOOCs” …]

“Don Loonam … the term MOOC has lost some relevancy over the years due to online educators becoming less interested in ‘massiveness’ and more focused on engagement and outcomes, …” (p 68)

“[Barbara] Oakley … a few breakout [page break] courses have juxtaposed ‘academia with Silicon Valley and with Hollywood in a way that people find riveting.'” (p 68-69)

“[Keith] Devlin … Mathematics and other courses beyond the first-year level are different, he says, partly because most students require an expert to review their work regularly and provide detailed feedback.” (p 69)

“[Sebastian] Thrun … Udacity teams ‘with the very best Silicon Valley companies, since they know best what it takes to get a job in the tech industry.’ … MOOCs are ‘only suitable as an educational method for very highly motivated individuals — those who would likely be able to learn from books.'” (p 69)

[“Who Is Really Benefiting?” …]

“Joint research from MIT and Harvard that explored about 70 certificate-granting MOOCs and 1.7 million participants through 2014 revealed among other things that in some cases, as many as 39% of MOOC learners were teachers. … researchers told MIT News … those benefiting are ‘disproportionately those who already have college and graduate degrees.'” (p 69)

“Devlin … That said, he says universities offer a small-group-based community experience, some direct access to experts, and a valuable credential but require a significant degree of commitment.” (p 70)

“Oakley, … The reality is there’s a small set of students who are ‘punctilious completers,’ she says, but also a very large percentage of students who take in aspects of a MOOC, get what they came for, and move on. ‘People don’t have to be punctilious perfectionists to still get a great deal out of MOOCs. MOOC deniers have a lot of trouble wrapping their mind around that,’ she says.” (p 71)

[“Certificates & Credits” …]

“[Aldemaro] Romero says in addition to few institutions recognizing credits for MOOCs, there’s been difficulty in determining how to make a profit from initiatives in this area. … Romero says cheating also remains a big issue with MOOCs, particularly at the international level.” (p 72)

[“The Ingredients Of A Quality MOOC” …]

“Oakley … ‘First, it needs knowledgeable instructors who are enjoyable to watch.” (p 73)

“Oakley says smart MOOC producers use motion and movement at every turn in their videos because it helps keep attention riveted to the screen. … attentional systems,'” (p 73)

“Exceptional MOOCs also feature carefully constructed quizzes and tests and considerable refinement using student feedback. They also provide quality mentors who help improve the learning experience by answering questions and helping improve course content.” (p 73)

[“Moving Forward” …]

“Loonam … ‘We’ve only begun to see the appetite for MOOCs in these markets,’ ” (p 73)

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