Author: Steve Krause

Besides preparing for the start of the Fall term here at EMU, I’m also preparing for a return to Capri for the second International MOOC conference being sponsored by the University of Naples Federico II. No one is more surprised about this than me. As I wrote about/recapped last year, I assumed that my invitation last year was one of those once in an academic career kinds of things I got to recall while I was getting to retire or something. I guess now I get to tell the story of how I was invited twice.

The theme of last year’s conference was “The Future of Learning at a Distance and the Role of MOOCs,” and a lot (not all) of the talks were about the ways that MOOC were going to figure into changing higher education as we know it. The theme of this year’s conference is about “MOOC Identity,” concern with the fast changing nature of MOOCs, the role of professional and “less scholarly” MOOCs, and the evolving “corporate” and “academic” partnerships. Last year’s conference was great and I’m sure this year’s one will be too, but once again, a lot has changed with MOOCs in less than a year.

Which brings me to my point: as Rolin Moe discusses here and as Jonathan Rees discusses here, Coursera’s Daphne Koller’s is leaving and going to Calico (which is a Google/Alphabet company). On the one hand, she’s just the latest. Coursera co-founder Andrew Ng left in 2012 (though both remain involved in Coursera on their board), and Sebastian Thurn stepped back from Udacity earlier this year (though he too remains involved, just not as directly).

On the other hand, Koller’s departure is different and important because she has been the face and driving force behind Coursera. She was the one who gave a TED talk where she said Coursera was going to bring the dream of higher education to the slums of South Africa.  She’s the one who (at least as quoted in Keven Carey’s The End of College) said something along the lines of “If only 2 percent of all the people in the world are willing and able to pay $74 for a service, that’s $10 billion a year, which is a lot of revenue for a company that can fit all of its employees into one part of one floor of a commercial office building in Palo Alto.” And she’s the one who later claimed that the hype around Coursera was always overblown and the company was doing well by pivoting as a credential provider, the kind of thing professionals might list as an achievement on their LinkedIn accounts.

Moe’s point is that MOOCs are a myth/dream/hope the EdTech world continues to chase:

We push MOOCs not because they have any chance of solving whatever it is which needs to be solved, but because we want to believe there is some one-click option that we could employ and it would create the solution we desire.  [T.S.] Eliot is the oft-quoted but wrong lens.  It is better to consider Barthes’ view of myth and the resurrection of the falsely obvious.  In his preface to Mythologies (1972), Barthes notes how the dominant cultural nodes throughout everyday life conspire to “dress up” our reality to contextualize it in terms of history.  This history should not be considered objective, factual or just but rather the determination of the dominant social climate of the time.  As Neil Selwyn (2013) notes, the expansion of technology (and the rise of EdTech) coincides with a growth in libertarian ideals and neoliberal governmental policies, a one-two punch of individual exceptionalism and belief in the power of the outsider.  We believe in the spirit of the entrepreneur, the perspective of the organization and the power of the technological.

Rees’ metaphor is of the abandoned ship, though he references the mysterious case of the Mary Celeste which was discovered abandoned but none of the crew members were ever found. The “MOOC ship” has/is being abandoned because it never lived up to the hype of the initial “mania,” but it is more than that:

If teaching were like most activities, it might be capable of being automated and scaled. But unfortunately for the MOOC providers, teaching isn’t like most activities.  Every dedicated professor – even those of us who do not meet the MOOC provider’s definition of “superstar” faculty – can provide a learning experience that’s superior to watching pre-recorded lectures alongside tens of thousands of people from around the globe.

Even then, like the Mary Celeste, online courses without a live crew manning them can be very lonely experiences. A good education is an active experience, meaning that your professor can see you and adjust their teaching to the reactions of their audience and the students can respond to their professors in real time.  Watching professors “on demand” on your computer, alone in your room, might make good business sense for Coursera, but it makes poor educational sense for anyone with access to an on-campus alternative. That’s why not enough people will ever fork over enough of their money to keep Coursera afloat for the long-term.

I think Moe and and Rees are slightly wrong, but basically right. I say “slightly wrong” because, as I will be reminded once again in Capri in just over a week, there are many players still involved in the MOOC biz, and the ones outside of the U.S. have different reasons and means of support than the ones inside the U.S. As I learned last year, a lot of the MOOC efforts in Europe are government-sponsored enterprises of various types, and this year’s conference looks to feature speakers from Africa and India, two places that have different goals and needs with higher education generally and MOOCs in particular.

Also, let’s not forget that a) there are some Canadians (paging Stephen Downes, Dave Cormier, and George Siemens) who would argue in different ways that Coursera and Udacity and the like never were “true MOOCs,” b) there are still a lot of other big MOOC players where things seems to be going at least “okay” (EdX, for example), and c) just because someone leaves a company doesn’t mean the company is going under (Bill Gates and Steve Jobs immediately come to mind).

But again, Moe and Rees are basically right in that the hype of MOOCs completely transforming higher education as we know it has proven to be wrong and it was always wrong. For me, that’s part of what makes MOOCs all the more interesting to study as both another innovation– not a disruption– in distance education technologies, and also as a phenomenon about the glaring ignorance of how education “works” combined with ginned up fears of missing out.

A simple and cursory tour of the history of distance education demonstrates that there have been plenty of hyped phenomenons similar to MOOCs in higher education over the last 150 or so years. Some (radio and television immediately come to mind) had their moments but were ultimately transformed into something else– in the U.S., public broadcasting. Correspondence and “traditional” online courses were hyped, feared, and/or critiqued as threats to the foundations of “The University,” but they ultimately became relatively “normal” means of taking college classes in the U.S.

MOOCs have always had a significant student audience problem. Rees is right– a lot of the problem (based on my own experiences and writing about this, at least) is that the MOOC learning experience isn’t at all comparable to the actual college experience, face to face or online. And while talking about dropout rates with MOOCs is tricky for many reasons (Are MOOC participants really “students?” If they poke around a MOOC for a week and decide they aren’t interested, are they a “dropout?” If a participant gets what they want out of a MOOC but doesn’t finish, is that a “failure?”), any mode of instruction where over 90% of participants don’t complete the course for some recognizable and transferable form of “credit” is not going to replace what we’re doing right now.  But it’s more than that. I think it’s always been a problem of the MOOC providers offering a different “product” than what degree-seeking college students want.

As I have blogged about before, there is consistent data about why students choose the institutions they choose, and by a wide margin, the top two reasons incoming students cite for their choices are the school’s academic reputation and the perception that the school’s graduates get good jobs. The cost of attendance as a reason for picking a particular school is more or less tied for third with financial assistance, schools reputation for social activities, and a visit to campus. In other words, while everyone agrees that tuition is too high, the cost of attendance doesn’t turn out to have a whole lot of effect on the choices going to college students (and their families) make. This survey data is very much in evidence in my local community, where the expensive (and the more highly perceived) University of Michigan attracts many more applicants than the less expensive (and less highly regarded) Eastern Michigan University. If costs were more important than perceptions about academic reputation and potential employment, then EMU would be the school turning away more than half of the people who apply.

In any event, Koller et al initially thought (hoped?) they would draw students away from a place like EMU (and maybe even U of M) because their certificate options were so much cheaper. But that’s like setting up a hot dog stand and trying to sell it to people who are trying to go out to a decent and multi-course sit-down meal. Worse yet, almost all of the participants MOOCs have attracted already have college degrees and they’re not that interested in paying for some “infotainment.” To extend my food metaphor a bit more: it’s hard to market hot dogs to people who really aren’t that hungry– oh sure, maybe they’ll have a sample, but they aren’t going to pay for one.

I think there’s also been a disconnect of perceptions of what MOOCs are potentially for between administrative-types (not to mention various pundits and politicians) and the faculty involved in developing and teaching MOOCs. None of the MOOC professors I’ve read, published in Invasion of the MOOCs, or interviewed for my current project think that MOOCs could replace the experience of taking an actual college class. MOOCs might be useful for lots of things (research, community outreach, PR, and maybe even a way to validate “life experiences” for credit of some sort), and maybe MOOCs make the idea of an online class more palatable. But that’s it.

So what I’m getting at is what’s interesting about looking at context of the rise and fall of MOOCs is not about MOOCs themselves. It’s not useful (or smart) for anyone to look at the “end” of MOOCs and to happily pronounce “well, I’m glad that’s over with and I’ll never have to worry about that again.” No, what’s interesting is seeing how the MOOC phenomenon has proven to be similar and different compared to earlier instructional technologies, and what impact MOOCs will have on what’s next.