Other Details
Introduction
Distance learning or distance education is education from a distance. It is a method of instructing students, who are not physically present in a classroom. According to Honeyman & Miller (1993), distance learning is defined as “access to learning when the source of information and the learners are separated by time and distance, or both." (Honeyman & Miller, 1993). The later part of the 19th century and the early 20th century witnessed the first form of distance learning by correspondence course. By the year, 1920 more American students were studying through correspondence than through regular college. (Saettler, 1968). By the end of 1980, several universities installed closed video circuits in classrooms to provide instructions to students. (Zulli, YouTube).
Open Educational Resources (OER) was the first form of open online course. OER provided licensed documents for teaching as well as learning and research. The purpose of OER was to prevent commercialization of knowledge and to provide both students and teachers with an alternate form of teaching and learning. (Sanchez, 2013).Dave Cormier and Bryan Alexander first introduced the term MOOC. (Parr, 2013). MOOC was then introduced by other Universities and the system evolved into the present day MOOC which provides course material in the form of videos, documents, problem sets and worksheets. User forms are used to simulate a community of students and teachers. The New York Times describes 2012 as the “year of the MOOC”. (Pappano, 2014).
Problem Statement
Although the concept of MOOC has been in existence for a long time and has generated a great deal of hype and interest in the media as well as the academic world, there is also a good deal of skepticism on the subject of MOOC. Very little research has been conducted on the subject. In his paper “Beyond Hype and Underestimation: Identifying Research Challenges for the Future of Moocs”, Fischer (2014), states that Massively Open Online Courses (MOOCs) have been the focus of the media and the academic world. With more and more students, enrolling for free courses offered by MOOCs through various universities, MOOC has assumed explosive proportions akin to a potential revolution. Thomas Friedman (2013), in his article entitled “Revolution Hits the Universities” suggests that MOOC will revolutionize higher education in America. In this paper, we investigate how MOOCs will affect the system of higher education and the future of MOOCs in America.
Research Question
Will MOOCs revolutionize the system of higher education in America as suggested by Friedman (2013) and Fischer (2014)?
Terms, Limitations and Assumptions
Background
The concept of MOOC was first introduced by Dave Cormier and Bryan Alexander (Parr, 2013). Since then the system of higher education in America experienced a dramatic change. Students from all over the world, who could not be present in classrooms for different reasons, began enrolling for certificate courses. Education became accessible to anyone with a computer and an internet connection. The drop in prices of computers further encouraged the concept and even those who could not afford the expensive college education began taking courses they had only dreamed of before. The concept of MOOC was likened to a revolution because it emerged from OER which provided free access to academic documents for use by teachers, students and researchers. With this background, we investigate the future of MOOCs in America.
Factors Affecting the Future of Moocs
In a traditional classroom, a teacher teaches a small group of students. The course of teaching, the method, the time when the class is held, and the duration of the class are all dictated by the teacher. In distance learning, the control over the course transfers from the teacher to the taught. The entire pedagogy or method of teaching is different from that in a traditional classroom. MOOC or distance learning is a completely new learning experience that is completely different from the conventional method of teaching and learning. Both the teacher and the student have to adopt new concepts, new approaches, and ideas. There are therefore a number of factors that must be taken into account while assessing the success of MOOCs. According to Bouchard (2009), the factors affecting the future of MOOC can be classified under four different heads – conative or psychological, algorithmic or pedagogical, semiotic or environmental, and economical. In this research, we propose to examine each of these factors.
Data Collection
Very little research has been conducted on MOOCs heretofore. We propose to answer the question “Will MOOCs revolutionize the system of higher education in America as suggested by Friedman (2013) and Fischer (2014)?” through our research. For this, we propose to use data collected by earlier researchers as well as conduct surveys for students as well as teachers.
Methods
Since the very concept of MOOC presupposes distance between the teacher and student, face to face interviews may not be feasible. Therefore, we will examine what earlier researchers have to say on the subject. Further data collection will be in the form of an online survey.
Conclusion
The concept of Massive Open Online Course (MOOC) is relatively new. It has generated a great deal of interest not only in academic circles but also in the media. Researchers are beginning to take an interest in MOOC and many universities have introduced the concept in an effort to increase their student base. MOOC is an attempt to allow students located in geographically distant places to enroll for courses of their choice in universities of their choice. The most obvious advantage of MOOC is its economic viability since the need for a brick, mortar structure becomes redundant, and one teacher can teach a larger number of students increasing the student teacher ratio. From the student’s point of view, the courses cost less due to lower overheads and a larger student base. These are the main reasons why the concept has become popular among students and teachers alike. What the future holds for MOOC is however a topic of debate. Thomas Fischer (2013), of the New York Times has suggested that MOOC is a new revolution in the academic world. Through this research, we attempt to understand the future of MOOC in the system of higher education in America.
References
Honeyman, M; Miller, G (December 1993). "Agriculture distance education: A valid alternative for higher education?". Proceedings of the 20th Annual National Agricultural Education Research Meeting: 67–73.
Saettler, L. Paul (1968). A History of Instructional Technology. New York: McGraw Hill. ISBN 0070544107.
Sanchez, Claudia. "The use of technological resources for education: a new professional competency for teachers". Intel® Learning Series blog. Intel Corporation. Retrieved 23 April 2013.
Parr, Chris (17 October 2013). "Mooc creators criticise courses’ lack of creativity". Times Higher Education. Retrieved 22 October 2013.
Pappano, Laura. "The Year of the MOOC". The New York Times. Retrieved 18 April 2014.
Gerhard Fischer DOI: 10.1080/01587919.2014.920752 pages 149-158 Beyond hype and underestimation: identifying research challenges for the future of MOOCs http://www.tandfonline.com/doi/abs/10.1080/01587919.2014.920752?journalCode=cdie20
Thomas Friedman – New York Times - Revolution Hits the Universities - Published: January 26, 2013 Retrieved From http://www.nytimes.com/2013/01/27/opinion/sunday/friedman-revolution-hits-the-universities.html?_r=0
Bouchard. P. (2009). Pedagogy without a teacher: What are the limits? International Journal of Self-Directed Learning, 6(2), 13-22.
