Moocs are no panacea, but they can help improve learning
John Mitchell, Mitchell Stevens and Candace Thille discuss their findings as co-directors of the Lytics Lab at Stanford University in this essay:
Back in 2012, massive open online courses entered public consciousness accompanied by grand promises of revolution. MOOC proponents, often backed by private venture capital, promised to make higher education more nimble and accessible than ever before. Three years in, at least, it hasn’t worked out that way. Our own assessment is that MOOC mania brought lots of hype, promising technology, some compelling if nascent science and broader recognition of a huge problem that no silver bullet can solve.
Our own university began encouraging new experiments with online learning in 2012. Two of us were at Stanford then, helping to produce massive open online courses based on recorded video lectures, multiple-choice questions and audience discussion, conveyed via the Internet to millions of people at no cost to them.
Faculty members responded enthusiastically. By 2013 a new campus operation was created to support online instruction. It helped our faculty produce 171 online offerings, including 51 free public MOOCs offered repeatedly, reaching nearly two million learners.
No doubt about it, we contributed to MOOC mania. Here’s what we learned.