By Gary S. May
When a new product is launched, particularly in technology, people often rush to be among its early adopters. The sudden explosion of users invariably reveals bugs and glitches that need to be addressed.
This is analogous to what we appear to be witnessing right now with massive open online courses. An unrelenting stream of attention-grabbing announcements is being followed by closer inspection – and the realization that, although MOOCs are a novel approach to education, they may not be a panacea.
The picture of MOOCs presented in the press is quite a paradox. The concept has been described as both a game-changer and a hyped retread. MOOCs deliver great content to faraway places, but some believe they place academic quality in peril. They are financial enigmas — offering the potential to bend the higher education cost curve, yet lacking an accepted plan for monetization. Some leaders in higher education are scrambling to get into the game; others are issuing a call to slow down.
The contradictions are rich, and the hyperbole in full bloom. Personally, I find all of the discourse to be a positive sign. The intensity of the MOOC dialogue indicates a chord has been struck. The promise of technology and access is igniting a larger discussion about the higher education paradigm. The initial rush has evolved, but what’s next? Where is this train ultimately headed?
First, let’s keep in mind that in the technology adoption life cycle, MOOCs are probably somewhere between innovation and early adoption; it’s too early to declare victory or to reject the concept before it has been further tested, evaluated and refined. Second, colleges and universities are ground zero in the exploration of ideas. If you can’t experiment here, then where?
[ Full article available at Inside Higher Ed: http://www.insidehighered.com/views/2013/09/10/essay-context-behind-mooc-experiments ]