{"id":1935,"date":"2013-03-23T01:35:15","date_gmt":"2013-03-23T01:35:15","guid":{"rendered":"http:\/\/scqa.hult.edu\/en\/news\/hult-labs\/2013\/march\/moocs-one-size-does-not-fit-all\/"},"modified":"2019-07-09T09:59:43","modified_gmt":"2019-07-09T09:59:43","slug":"moocs-one-size-does-not-fit-all","status":"publish","type":"post","link":"https:\/\/www.hult.edu\/blog\/moocs-one-size-does-not-fit-all\/","title":{"rendered":"MOOCs: One Size Does Not Fit All"},"content":{"rendered":"

As massively open online courses (MOOCs) become more and more popular, the din from doubters and naysayers has also grown increasingly loud. There\u2019s no shortage of opinions: \u201cThey\u2019ll disrupt education!\u201d or, \u201cThey\u2019re just a passing fad!\u201d or, worse still, \u201cThey\u2019re ineffective!\u201d Although the dust hasn\u2019t yet settled, these points are worth digging into. What little research data there is about MOOCs, or online courses, reveals a couple of red flags \u2013 including that there’s an at-risk demographic. But who makes up this demographic? And more importantly, can MOOCs evolve to identify and help those at-risk?<\/p>\n

A new study<\/a> that compares the effectiveness of online and in-person classes has revealed something very interesting: students who struggle in the classroom will perform even worse in online classes. In a recent Seattle Times article, writer Katherine Long describes the study (conducted by the Community College Research Center at Teachers College at Columbia University): researchers reviewed over half a million classes (both online and in-person), and the students who took them, over a four-year period. It looked specifically at community college classes and students, both of which have been obscured amid the buzz surrounding the partnerships between highly ranked four-year universities and MOOC providers.<\/p>\n

In her article, Long quotes Shanna Smith Jaggars, one of the study\u2019s co-authors (the other being Di Xu), as saying, \u201cMany previous studies comparing online and in-class course success have been limited in scope, usually only comparing the results of a single course taught in-person at a four-year college to the same course taught online. Those studies often show that online is just as good as in-person.\u201d<\/p>\n

But the Jaggars\/Xu study did not come to the same conclusion. Students who were less likely to succeed in a bricks and mortar classroom (\u201cmales, black students and students with lower levels of academic preparation\u201d) performed even worse in their online courses. This result gave voice to a red flag in the study: \u201cThis is troubling from an equity perspective: If this pattern holds true across other states and educational sectors, it would imply that the continued expansion of online learning could strengthen, rather than ameliorate, educational inequity.\u201d<\/p>\n

If online courses do indeed exacerbate existing educational inequalities, then it exposes an unseen crack that could bring the MOOC ship down if providers don\u2019t consider the disparate skill levels among the users they are targeting. Coursera, the largest MOOC provider at the moment, declares on its web site that it wants to educate millions of students around the world. Udacity\u2019s website states the goal of \u201cdemocratizing education.\u201d It\u2019s one thing to have millions of users, but if a large slice of those users are failing or not completing courses, then what does that say about MOOCs desire to create revenue streams with repeat customers? If MOOCs are to survive and thrive amongst a broad spectrum of students, should MOOC providers be responsible for vetting prospective students \u2013 not leaving it up to the students themselves \u2013 to ensure they have the right skills for a class? And should they strive to identify students who are struggling to pass or complete a course?<\/p>\n

In Long\u2019s article, she quotes Connie Broughton, from the Washington State Board for Community and Technical Colleges, on some suppositions for why less prepared students performed worse in virtual classes: \u201cMaybe working online calls out those skills that these students don\u2019t have yet. It may be reading \u2013 they may read slow. Or keyboarding.\u201d Ironically, there may be some potential for MOOCs to help students build foundational skills at their own pace, before diving into more advanced material. As the study brings up, enrollment has increased significantly at two-year colleges and online courses, where \u201ca large proportion of the population is nontraditional students\u201d who may need more time making the basics stick.<\/p>\n

Washington state community colleges have come up with a way to increase the odds that students will successfully complete online courses: they limit online enrollment to 30 students. That way, instructors have time to thoroughly assess all their students \u2013 and provide additional help as needed. But the enrollment limitation goes against the incredible scalability MOOC providers believe they are capable of delivering. So what are some other ways to address a skills shortage among MOOC students?<\/p>\n

The study\u2019s authors have four recommendations for colleges that MOOC providers might want to pay attention to if they want to be more than a passing fad and truly impact a large number of global students. The first is \u201cscreening,\u201d in which schools \u201credefine online learning as a privilege, rather than a right.\u201d Jaggers and Xu suggest that schools consider pre-qualifying students to determine that they have the skills to adapt successfully to an online learning environment, as well as putting a cap on the number of students allowed to enroll so they don\u2019t get lost in the virtual crowd.<\/p>\n

The second recommendation is called \u201cscaffolding,\u201d which means incorporating online learning skills into the curriculum for foundational courses (the authors give the example of \u201cEnglish composition\u201d) so that students learn how to learn<\/em> online, along with a new subject.<\/p>\n

The third suggestion is to embed an \u201cearly warning system\u201d into a class that would detect students who don\u2019t \u201cshow up,\u201d or fail to turn in assignments (if MOOCs ever offer credit towards a degree, this could be a critical step). This would require the school offering the course (or MOOC provider) to contact seemingly non-participatory students to determine if a skills shortage is involved, and form a plan to help them complete courses, along with some additional resources.<\/p>\n

The fourth and final recommendation, \u201cimprovement\u201d, isn\u2019t so much tactical as it is strategic: create courses that that aim to achieve the same results as \u201cface-to-face\u201d classes, irrespective of the divergence in skill level among students. But the authors admit \u201csubstantial new investments in course design, faculty professional development, learner and instructor support, and systematic course evaluations\u201d would be vital to truly innovating the online learning experience. That\u2019s no small feat. But as any successful, competitive company knows, survival depends on making changes to retain current customers and attract new ones. MOOCs, although young, face a clear challenge: evolve or die.<\/p>\n

Hult offers a range of highly skills-focused and employability-driven business school programs<\/a> including a range of MBA options and a comprehensive one year Masters in International Business<\/a>. To find out more, take a look at our blog Ashridge Executive Education at Hult in 2018 Financial Times Top European Business School rankings<\/a>. Download a brochure or get in touch today to find out how Hult can help you to learn about the business world, the future, and yourself.<\/p>\n","protected":false},"excerpt":{"rendered":"

As massively open online courses (MOOCs) become more and more popular, the din from doubters and naysayers has also grown increasingly loud. There\u2019s no shortage of opinions: \u201cThey\u2019ll disrupt education!\u201d…<\/p>\n","protected":false},"author":4,"featured_media":1949,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[24],"tags":[],"yoast_head":"\nMOOCs: One Size Does Not Fit All | Hult International Business School<\/title>\n<meta name=\"description\" content=\"As massively open online courses (MOOCs) become more and more popular, the din from doubters and naysayers has also grown increasingly loud. 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