MOOCs experience

Here is a “typical xMOOC experience“. No surprise, that is exactly what I have also shared relating to xMOOC experience.

The pedagogy of xMOOCs all falls into the same pattern as revealed through this paper:

“the fact that the format concentrates on short form videos, automated or peer/self–assessment, forums and ultimately open content from a representation of the world’s leading higher educational institutions.”

I kept wonder why xMOOCs are structured in such a way.

x MOOCs are based on the flipping the classroom model:

xMOOC is based on the teaching model where the teacher teaches, and the students learn and consume the knowledge from the course, like watching the videos, or reading a book, an artifact, and be assessed on what has been taught or covered in the videos.  The main differences between off-line and online approaches seem to lie with the machine grading and feedback, in the responses to computer generated quizzes or test, and that the students would respond and repeat the learning until they have achieved content mastery.   That is STILL based on the instructivist approach – which is based on behavioral/cognitivist learning theory, where the learners master the content, probably with the transfer of knowledge from one person or a number of persons (the professor(s)) or the machines (robot or virtual teacher), or information source to that of the learner.

It’s not just the learners’ experience that makes MOOCs special in Higher Education, it is the professors’ experiences and responses that shock the world – and here it is where Jonathan:

predicts that the teaching profession could be divided in the future between a small number of star professors earning hefty MOOC royalties and an army of lower-paid teaching assistants without job security who will do the grunt work.

“From an administrative point of view, the beauty of MOOCs is that they provide an easy opportunity to drastically cut labour costs by firing existing faculty members or simply hiring poorly trained ones – whom they won’t have to pay well – to help administer the class,” Prof. Rees wrote in a recent Slate article. “Why should I hire a new PhD when I can get the best professors in the world piped into my university’s classrooms?”

Does it sound quite a pessimistic outlook into the future of Higher Education, especially for the faculties and professors?

I don’t know what the implications are, when many teachers and professors may need to re-adjust or change the way of “teaching” or engaging through the MOOC partnership, in order to “embrace” MOOCs, and to survive or thrive through those challenges that they are facing.

For me, I have taken quite a number of cMOOCs and tasted a few xMOOCs, so I could only empathize those who feel shocked with the emergence with xMOOCs, as both an opportunity and threat to education and learning.

It’s time for me to slow down and reflect further on these MOOCs experience.

How about you?  Your experience with xMOOCs.