Massive Open Online Courses: Technology Offers a New Option
Kim Cascio
UMUC
Abstract
The purpose of this essay will be to compare and contrast the perspectives of Dr. Karen Head and Thomas Friedman on the effectiveness of Massive Open Online Courses (MOOCs). The provided articles listed in the reference section were used for this comparison. This essay discusses lessons learned so far, the teacher’s role in this new revolution in higher education, and lack credit for courses entertaining the idea of developing a credential system for successful completion of a course.
Massive Open Online Courses: Technology Offers a New Option
Karen Head and Thomas Friedman are both highly recognized in their fields and knowledgeable about massive open online courses (MOOCs). Head, Assistant Professor Georgia Institute of Technology, and a team of 19 were awarded a grant by the Bill and Melinda Gates Foundation in 2012 to teach a first year college writing course. Friedman, a top New York Times columnist has written and interviewed candidly about the probability of MOOCs. Both Head and Friedman believe MOOCs have potential. MOOCs are in the beginning stages of development. Once technology catches up to the demands of MOOCs, an ultramodern platform will offer students the option of a unique learning experience.
Lessons Learned
Both Head and Friedman agree that MOOCs will revolutionize education, but there are obstacles and challenges to overcome. Head learned MOOCs demand a lot of time require a steep learning curve. Head also had concerns regarding course evaluations, privacy and technological support available to instructors (2013). Friedman, on the other hand, is very optimistic. He has witnessed, in the course of one year, the growth of MOOC enrollment at Coursera explode from 300,000 to 2.4 million students (2013). As MOOCs gain the support of politicians, students, parents and universities, the lessons learned by...