Auteur : Rachelle DeJong
Date de l'info : 10 novembre 2013
The perceived threat of a MOOC tsunami presumes that vast numbers of students will opt for supersized online courses in place of smaller, traditional classrooms. And so far, millions have already enrolled in MOOCs. The platform is versatile and the course offerings broad. Mid-career professional development? Check. Remedial classes at community colleges? Check. Elite DIY-Ivies for self-motivated unschoolers? BA courses available for transfer credit? Master’s-level courses for distance learners? Check, check, and check.
Plus, MOOCs are cheap (for credit) or even free (not for credit)–two important qualifications in a time of ballooning student debt. What’s not to like?
But, as I’ve written previously, MOOCs are a lot more popular with the media and with college administrations than they are with faculty or, more surprisingly, with credit-seeking students. Faculty opposition makes sense: MOOCs represent a direct competitor threatening to replace them in the classroom. Student hesitancy is less intuitive. Don’t students want flexibility in their courses, autonomy in choosing their curriculum, and cheaper options for advanced training? Yet in most MOOCs, 90 percent of enrolled students will fail to finish the course. (…)
Investigating the Reasons
It’s surprising that MOOCs, offering the flexibility and the low price that students purport to want, suffer such low ratings. Does the drop-out rate indicate a failure of MOOC providers to deliver courses that meet student needs? Or does it point to a finicky free-spirited set of students unwilling to stick with a course? That is, is the problem one of low-quality supply or of noncommittal demand?
The answer is, to some degree, both.
Learn more about Why Do Students Drop Out of MOOCs?– click in link HERE