More gloomy news for MOOC enthusiasts
MIT Technology Review has a striking report on how some data mining has exposed a few embarrassing problems for MOOCs. The research confirms earlier reports about low continuation and completion rates and, perhaps surprisingly, notes that teacher involvement really doesn’t help:
But this new golden age of education has rapidly lost its lustre. Earlier this month, researchers at the University of Pennsylvania reported that the online classes it offered had failed miserably. Only about half of the students who registered ever viewed a lecture and only 4 percent completed a course.
That’s prompted some soul-searching among those who have championed this brave new world of education. The questions that urgently need answering are: what’s gone wrong and how can it be fixed?
Today, Christopher Brinton at Princeton University and a few pals offer their view. These guys have studied the behaviour in online discussion forums of over 100,000 students taking massive open online courses (or MOOCs).
And they have depressing news. They say that participation falls precipitously and continuously throughout a course and that almost half of registered students never post more than twice to the forums. What’s more, the participation of a teacher doesn’t improve matters. Indeed, they say there is some evidence that a teacher’s participation in an online discussion actually increases the rate of decline.
Filtering out the small talk from discussions is identified as one way forward but whether that will improve things remains to be seen. And there will still be some way to go to raise those completion rates. But there is plenty of scope for improvement.
(with thanks to Gerry Webber for alerting me to this piece)