I view massive open online courses with some skepticism, particularly when the source is a for-profit enterprise. Though the platform we chose has affiliations with credible post-secondary organizations and has been around for more than a decade, their intention is to be profitable and earn revenue through fees. The more learners who enroll in courses that have fees, the more money the company makes. My skepticism is rooted in questions around how much rigor is applied to evaluating student performance, and the temptation to be overly generous about prerequisites to enroll in a course to increase the number of students who are eligible.
The term ‘diploma mill’ is one that has come to mind when thinking of online learning. Whether that is a fair term to use in this case is beyond the scope of this blog post; I am merely reflecting on points that have been raised in our readings related to credential inflation, the awarding of digital badges, and the still-held belief that face-to-face learning is more credible than education delivered online.
Although the COVID-19 pandemic shifted our threshold of acceptance for how we work, learn, communicate, receive services, information, and conduct business, what should not change in all of these transactions is a desire for quality, critical thinking, and user-centred design. After reading George Veletsianos’ keynote remarks from the 2021 Congress, I thought about the learning event we are analysing, and indeed, where is the application of the four Es of effectiveness, efficiency, engagement, and equity? Proponents of platforms like Coursera can argue that MOOCs bring a measure of efficiency (meeting learning goals with a minimal expenditure of resources); however, what is the arbiter of other Es such as engagement and equity?
After experiencing this course intended for teaching personalized learning strategies, my view on this particular mode of delivering learning is still mixed. While I can see a utility and practicality of MOOCs in delivering skills training (particularly as I am a believer in life-long learning and upskilling throughout one’s career), I am influenced by Veletsianos’ remarks about being vigilant about the presence (or lack thereof) of the four Es in educational technology in all forms. This is especially salient if we are looking now at online courses which purport to instruct teachers on how to use generative AI to develop personalized learning strategies.
What are the criteria for these courses? Who reviews the curriculum for standards, ethics (a fifth E), veracity, accessibility, and sustainability? MOOCs may have expanded the reach of course content beyond the halls of a bricks and mortar school, but we cannot confound this with accessibility.
Reference:
Veletsianos, George. 2021, May 31. OTESSA (Congress) Keynote – effectiveness, efficiency, engagement. Where’s equity? https://www.veletsianos.com/2021/05/31/otessa-2021-congress-keynote-effectiveness-efficiency-engagement-wheres-equity/