Photo: David Touve |
Behind the screens, beyond the more collaborative desire to educate the world, a rather complex sort of competition may be playing out. Aside from the question of competition, however, is the question of what the classification of these online programs signals in terms of our beliefs about the purpose and value of a college degree, as well as the qualifications for such a degree.
On the one hand, universities or their partnered courseware platforms describe these MOOC experiences as analogous to classroom-based course experiences, in terms of either the academic rigor or at least the capacity to assess mastery of the course material. For example, edX describes the rigor of its online courses as the same as that of the partnering institutions. Coursera, citing a 2010 meta-analysis conducted by the Department of Education, claims that online learning is at least as effective as learning in face-to-face classroom settings.
On the other hand, those universities now experimenting with MOOC offerings are quick to clarify that they will grant course credit or college degrees only to those students who first pass through the highly selective admissions process, which occurs before these students ever register for a course — online or on-campus.
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Related links
MOOCs' Missing Pieces
Massive open online course (MOOC) from Wikipedia, the free encyclopedia
Source: Inside Higher Ed