Whilst MOOCs are blossoming in the first half of 2013, there are both proponents and opponents of MOOCs presenting their arguments in various posts.
Here in a post relating to the MOOCs experience where Karen says:
We must do more than put a camera in a lecture hall and put professors in a loosely moderated discussion forum. We must offer real-time interaction between professors and students, and between classmates. There must be learning objectives, not just topics to be covered, so students know where they’re headed academically. We must require students to be accountable and expect them to show a mastery of a subject beyond a “showing up” standard.
Read more: http://www.insidehighered.com/views/2013/06/11/essay-disappointing-experience-mooc#ixzz2YKjFNaYs
Inside Higher Ed
In this post Richard Solash says:
While a number of universities attempted to introduce free online courses in the early 2000s, MOOCs have only begun to catch fire in the last year.
I am not so sure if that is reflective of what has happened in online education. MOOCs have begun since 2008, and the seeds were sown long before last year. Why aren’t more journalists reporting on that? I don’t have the answer. I believe that media journalists, educators and researchers are all true to their heart in sharing and broadcasting what they have learnt through the media, researches and blogosphere. That’s what professionalism is all about.
Tell the truth, nothing but the truth.
Someone say that MOOCs are new phenomena. I don’t think that is the case. I would still like to reveal the truth – MOOCs ARE NOT new phenomena, and it has started in 2008, not last year. xMOOCs may be new to people, as I have posted here.
So, truth be told, on the historical background of MOOCs, and that we should all continue to critically examine and inquire about what has occurred in the MOOCs movement, through our lens and research, and not on the “text book” approach, where people told us the opinions, instead of facts.