Forbes has an interesting article which argues that Coursera and the other posterboys of online education are getting it wrong, and other companies (specifically, 2U and CorpU) are doing it better. The basic theme of the article is that online courses need to be much more than video-lectures
Let’s start with this provocative quote:
One of the founders of Coursera has, on multiple occasions, proclaimed that its “innovation” was no less radical than the printing press.
Really? If you have ever taken a MOOC course, you will know that a statement like that might qualify as among the most significant hyperbole of the decade.
I agree that what Coursera has on offer currently, falls far short of this promise, as one look at the completion statistics will show
But, online courses do have potential. What more is needed?
Online Courses need to break away from 1-hour lectures
The first questions is this – does idea of video-taping 1-hour lectures and putting them online really make sense for an online course, or are we doing that simply because that is easier and what we’ve been doing for a 100 years?
First, you cannot do this by simply filming a classroom and posting the video. Lecture capture is online learning 1.0 and, to be frank, it is lame.
You have to share the learning concepts in “bite-size” nuggets that move constantly back and forth from concept to exercise.
Further, high-level production values that use narrative nonfiction, animation and documentary filmmaking techniques are essential.
Online courses have less interactivity than classrooms
When you take people out of the classroom, they lose the primary touch point of that social experience. You have to replace this with touch points through online modalities. These range from synchronous sessions facilitated by faculty to team-based exercises and problem solving. There are many ways to build in social experiences in the online environment, but online learning architects must be thoughtful about it.
Online courses can beat classrooms with data
Third, data collection allows for better outcomes. As I have noted elsewhere, “Big data in the online learning space [gives] institutions the predictive tools they need to improve learning outcomes for individual students. By designing a curriculum that collects data at every step of the student learning process, universities can address student needs with customized modules, assignments, feedback and learning trees in the curriculum that will promote better and richer learning.” We are still at the early stages of capturing and utilizing data in this way, but the opportunities for dynamic learning are tremendous.
Read the full article.
Also read our other posts about MOOCs.