Double standards and MOOCs?

The author of a recent opinion piece appearing in the Chronicle of Higher Education noted: “The way MOOC’s—massive open online courses—handle student attrition is also instructive. A lot of students drop out of traditional colleges, particularly at less selective institutions, and this is rightly seen as a major public-policy problem. In response colleges have hired retention specialists, legislators have proposed tying funds to completion, and hectoring think-tank analysts have published white papers criticizing colleges with low graduation rates. Meanwhile the vast majority of people who sign up for MOOC’s don’t complete their courses, yet MOOC creators are hailed as visionaries rather than being denounced for their 10-percent completion rates. What gives?”

1 thought on “Double standards and MOOCs?

  1. “We are only starting to imagine the possible effects that massive open online courses and other innovative technologies will have on traditional higher education—but the immediate response has a disconcerting air of panic. The recent surge of interest in MOOC’s suggests that some colleges hope that offering such courses is a kind of inoculation against the effects of technological disruption, and many institutions are feeling tremendous pressure to join the elite group of colleges that has staked a claim in this area. It is not clear, though, whether every college has weighed the costs and benefits of membership in what is now, at least, a particularly exclusive club.” An excerpt from the Chronicle article:

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