MOOCs were expected to be the panacea to Higher Education when they were first launched. As predicated, it has now come back to have these MOOCs as networking in steroids. MOOCs have now become not only an innovation or technology disruption to Higher Education, but a challenge to most of the Higher Institutions.
Friedman doesn’t really seem to know what constitutes “best” in education. What makes a professor the “best” often has to do with factors that have nothing to do with how that professor may come across in an online environment where the format is something of a lecture writ large or simply recorded. In most instances, the professor is behind the scenes, setting up tasks and discussions, not really present himself of herself. More important than “best,” which cannot be defined even for MOOCs, is “different.” If the MOOC is a substantially different means of learning, and an effective one, it could very well prove evolutionary.
A thought provoking post on MOOCs – MOOCs are here. How should state universities respond?
Almost inevitably, the advent of large-enrollment, on-line college courses will put many colleges and universities out of business, and dramatically reduce the size of many others. In this new environment, there may also be opportunities for some educational institutions to offer new and valuable components to college education (even if much-reduced in scale relative to plans they have made in the past).
This is where Higher Education Institutions would need to re-think about their vision and mission at this cross-road on the Future of Higher Education, charting out emergent pathways and strategies in response to those challenges and opportunities, through conversation, research, experimentation, and innovation with technology and pedagogy.
Photo: from other post (Google)