As my previous post on what we could learn from MOOC: A reflection was “lost” in my blog, I need to re-write it again now. I have decided to post them in parts, so my post won’t be hacked that easily. I have also changed my password, and hope this would reduce the risk of being hacked.
Stephen says in his post on What MOOC does change:
“One big difference between a MOOC and a traditional course is that a MOOC is completely voluntary. You decide that you want to participate, you decide how to participate, then you participate. If you’re not motivated, then you’re not in the MOOC.”
This could be one of the critical points about MOOC, where educators coming from a traditional or classroom teaching background would need to grapple with. A teacher who has been accustomed to the typical school setting would likely been given instruction and are expected to execute the teaching function – to teach in a class, or to maintain control over classroom learning for their students. This sort of educational philosophy has long been hailed as the golden rule – with structured lesson plans, based on rigid course program. In this connection, educators coming with those background might find this “freedom” to participate, and to “teach and learn” at odds with their habits of teaching, and could be at arms length, too much to “sacrifice” to let go – the very act of “professional teaching and lecturing”. So, I doubt if these participants aren’t motivated, just that they are having such feelings of dissonance – in the adoption of MOOC informal learning approach to their formal teaching. It doesn’t sound comfortable, for some educators who are adapted to the group, collaborative approach towards teaching.