1 / 20

MOOC - 101

MOOC - 101. Katherine Thompson Associate Registrar, College of DuPage. IACAC March 6, 2014. MOOC Basics. Massive Open to several hundred or several thousand students no seat caps Open No admission or enrollment requirements open to anyone with access to the internet Online

abrial
Download Presentation

MOOC - 101

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. MOOC - 101 Katherine Thompson Associate Registrar, College of DuPage IACAC March 6, 2014

  2. MOOC Basics • Massive • Open to several hundred or several thousand students • no seat caps • Open • No admission or enrollment requirements • open to anyone with access to the internet • Online • No travel • no classroom • Courses • A number of lectures and activities in a specific subject area IACAC, 2014

  3. Where Did They Come From? • 2007 – 1st MOOCs • Experiment to serve large numbers of students in online courses • Graduate level courses in education • Utilized blogs and wikis • 2008 – the 1st course to be called a MOOC • Graduate course open to students paying for credit and anyone else for free • 2300 people enrolled • Flexible design and non-credit option made it possible for students to make the course work for them IACAC, 2014

  4. Where Are They Now? • 180+ institutions in 20 countries offer MOOCs • The majority are still offered for Free • Certificates of Completion • Coursera’s Signature Track offers identity verification and proctored exam for a fee • Offered for credit • Excelsior College Credit-by-Exam program • Georgia Institute of Technology, offering MOOC Computer Science Masters degree in 2014 • ACE has recommended 5 MOOCs for credit, and has a grant to review more IACAC, 2014

  5. MOOCs For Credit • ACE has recommended the following courses for credit • Pre-Calculus, University of California at Irvine • 3 hours lower division mathematics • Introduction to Genetics and Evaluation, Duke University • 2 hours lower division biology or general science • Bioelectricity: A Quantitative Approach, Duke University • 2 hours upper division biology or biomedical engineering • Calculus: Single Variable, University of Pennsylvania • 3 hours lower division mathematics • Algebra (developmental), University of California at Irvine • 3 hours developmental math; does not meet general education requirements IACAC, 2014

  6. The Talk About MOOCs • Google “MOOC” and you get: • September 2013, 3 million results • October 2013, 4.9 million results • March 2014, 33.9 million results • Everyone has an opinion • MOOCs will be the downfall of higher education • Only the Top 10 institutions will survive • MOOCs will save higher education • MOOCs are nothing but a passing fancy • There is a lot of hype and a lot of negativity, some of which is coming from the same sources. IACAC, 2014

  7. Where Are They Headed? IACAC, 2014

  8. Issues that MOOCs Might Solve • Accessibility • High-demand courses (California) • Affordability • Unfunded financial aid programs • High cost of borrowing IACAC, 2014

  9. Issues that MOOCs Bring • Retention & Completion rates average 10% • Identity Verification • Learning Assessment • Awarding Credit • Transcription and Credit Verification • Do MOOCs have a student code of conduct? IACAC, 2014

  10. MOOC Mismatch • Proponents claim MOOCs are the solution for: • Low-income • often 1st generation • Remedial courses • Introductory courses • Educators say online courses are best for: • Motivated students • Self-starters • Organized & disciplined students • Those with good time management skills • Self-learners • Those who need little or no personal interaction to stay engaged IACAC, 2014

  11. Who are MOOC Students? • University of Pennsylvania Study • 35,000 responses from MOOC students who completed at least 1 lecture • 34% come from the US • 24% were age 30 and under • the majority of students were 51+ • 6.6% were unemployed • 86% already have a college degree IACAC, 2014

  12. Why take a MOOC? • 50% Personal Enrichment (fun) • 44% Skill building for their current job • 17% Skill building to get a new job • 13% To gain knowledge toward a degree IACAC, 2014

  13. MOOC Faculty Survey • 64% said MOOCs could eventually reduce the cost of a college degree at their institution • 86% said MOOCs could eventually reduce the cost of a degree in general • 72% said MOOC students do not deserve credit from their institution • 66% said their institution is unlikely to award credit • 79% said MOOCs are worth the hype IACAC, 2014

  14. Faculty Survey • 81% said teaching a MOOC caused them to divert time from other duties such as research, committee service, traditional teaching • Nearly ½ thought their MOOC wasn’t as rigorous as the traditional version • But they designed it • The average MOOC requires 100 hours of faculty preparation, and 10 hours a week when course is in session • 15% taught a MOOC at the behest of a superior • 2/3 of faculty were tenured • Most faculty had no prior experience with online teaching IACAC, 2014

  15. Why Teach a MOOC? • Altruism – a desire to increase access to higher education • Didn’t want to be left behind the trend • Increase their own visibility • 39% among colleagues within their discipline • 34% with the media and general public • Improve their classroom teaching (38%) • Elite faculty wanted to remain elite in a new domain • Increase in pay - 6% hoped for a raise • 1 faculty member taught a MOOC to help get tenure IACAC, 2014

  16. Who’s Paying? • MOOCs are Free • 100 hours of faculty time to create • 10 hours a week to teach • Up to $200,000 to launch a MOOC • While faculty aren’t being compensated for teaching a MOOC, the institution is paying to launching it IACAC, 2014

  17. Lessons Learned From MOOCs • Enhanced rigor of online courses • Ability to build and conduct online courses with much higher seat caps • Automated assessment tools • Flip-the-Classroom, Hybrid courses IACAC, 2014

  18. Who Is Awarding Credit? • Excelsior College, Credit-by-Exam • Georgia Institution of Technology • Master degree in computer science • University of Maryland University College • 6 introductory courses • proctored exam, or prior learning assessment • Central Michigan University • Western Carolina University • State University of New York Empire State College • Kaplan University • American Public University • Regis University IACAC, 2014

  19. What is a MOOC? “Problems arise only when we think of MOOCs as university courses rather than as learning for the masses.” IACAC, 2014

  20. Thank You! Katherine Thompson Associate Registrar College of DuPage thompsnk@cod.edu Sources available upon request IACAC, 2014

More Related