Are MOOCs merely an intellectual diversion for the well educated and well-off? Do they provide any tangible benefits? We are not neutral parties. Three of us work at Coursera, and the rest of us are from the University of Pennsylvania and the University of Washington, institutions that have offered MOOCs on the Coursera platform.
Nonetheless, we believe we have some evidence that the MOOC skeptics are overly pessimistic. Furthermore, our findings suggest that people from developing countries more frequently report benefits from taking MOOCs and, also in developing countries, people with lower socioeconomic status and with less education are more likely to report benefits. It appears that MOOCs are tangibly helping people who take the time and effort to complete courses.
In December we sent a survey to , people, from countries and territories, all of whom had completed a Coursera MOOC prior to September 1, For more on the data, see the sidebar. Thirty-four percent were from the U. The median age of respondents was 41, with a range of 31 to 55 years of age for the 25th and 75th percentiles, respectively.
This cohort is similar to previous studies of Coursera users except they are somewhat more educated, less frequently male, and significantly older. They also are somewhat more educated and less male than a recent study of EdX users. Some people were more likely to respond to the survey than others; for instance, those from OECD countries and those who had completed more than one MOOC filled out our survey in greater numbers.
We addressed this potential bias in our survey sample, using iterative proportional fitting to obtain reweighted estimates of reported career and education benefits. However, given the large number of users involved, the absolute reach of MOOCs is still significant. For instance, more than one million people have completed a Coursera course since its inception in , with over 2.
We asked Coursera course completers about two types of outcomes: career benefits and educational benefits. Career benefits are the more common reason for taking a MOOC. We asked about tangible career benefits — getting a raise, finding a new job, or starting a new business — as well as intangible ones such as enhancing skills for a current job or improving their ability to get a new job.
Tangible career benefits are more difficult to achieve than more abstract outcomes such as being better equipped to do your current work. Thirty-three percent of career builders report a tangible benefit as a result of completing a MOOC, with the majority of those respondents finding a new job or starting their own business. These data indicate that the vast majority of those who complete MOOCs specifically for career benefits find those benefits, with approximately one-third of course completers reporting a more direct, tangible benefit such as getting a new job.
Since previous research has shown that MOOC enrollees predominantly are well-educated residents of developed countries, it would not be surprising if advantaged populations from developed countries were deriving the most benefits from completing MOOCs. Talkabout: small-group discussions in massive global classes. Champaign, J. Cheal, C. Christensen, G. Working Paper. University of Pennsylvania. Cima, M. A mastery-based learning and assessment model applied to 3. Introduction to Solid-State Chemistry.
Internal MIT Report. Coetzee, D. Should your MOOC forum use a reputation system? Colvin, K. Cormier, D. Through the open door: open courses as research, learning, and engagement.
DeBoer, J. Educational Researcher, 43 2 , Dede, C. Connecting the dots: New technology-based models for postsecondary learning. Dernoncourt, F. Downes, S. Innovate, 5 1. Fain, P. Paying for proof. Inside Higher Ed. Firmin, R. Ghadiri, K. Griffiths, R.
Goal: To build and maintain a brand. Institutions 41 percent said that MOOCs, just like other branding, can serve to retain students, faculty members, and increase partnership opportunities with funders, other institutions, and alumni networks. Currently unknown. Solutions: Institutions are already starting to compare historical data on applications and admission with post-MOOC statistics. Institutions must also be aware of where the brand actually lies; for example, do participants opt for a course because it is on a particular platform or because it is offered by a particular university?
Username or Email Address. Remember Me. Login Twitter Facebook LinkedIn. According to the study, these are the six reasons institutions are offering MOOCs, as well as information on whether or not the goal is being met, and potential solutions to reach the goal: 1.
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