“When I speak with [Al] Filreis [of the University of Pennsylvania], a charismatic bearded professor, he complains that people criticize MOOCs without differentiating between those that are done well and those that are not. He is sitting at a computer and clicks between discussion boards, Facebook posts, and live “office hour” chats led by teaching assistants who discuss poems in the video lectures (the TAs have become ModPo celebrities, too).”
- Laura Pappano, “How colleges are finding tomorrow’s prodigies,” Christian Science Monitor, February 23, 2014.
No Al, you’ve got it all wrong. People who criticize MOOCs are perfectly capable of differentiating between MOOCs that are done well from those that aren’t. The problem is that even the best MOOC in the world is nowhere near as good as the average community college course. The reason is obvious: access to the professor.
I’ve gone the rounds with Al (and many other MOOC enthusiasts) on Twitter a few times so I can easily predict the response to this point: People who want to find me can find me in the forums, or in a Google Hangout or through whatever technological doo-dad they’ve invented to stimulate simulated interaction. Unfortunately, for the average student – rather than the prodigies that the Christian Science Monitor (like so many other gullible media outlets) prefers to discuss – they either won’t or can’t make use of that access. In fact, if most students actually did try to make use of that access the technological infrastructure behind the MOOC platform would collapse.
It’s simple math, really. Even superprofessors only have so much time in their days. This way, they can interact with only the brightest, most dedicated students from around the planet. What teacher wouldn’t love this arrangement? All the other students who are left waiting by the wayside. The ones who need lots of help that isn’t available or who need the kind of help that is simply too awkward to be made available over the Internet. Sadly, the Masters of MOOC Creation don’t care because real education is not profitable. Giving people certificates for watching videos and answering multiple choice questions about them (supposedly) is.
While the average community college instructor may not be a superprofessor, at least they’re accessible. That’s why MOOC enthusiasts are continually waging a deliberate campaign to belittle the contributions of non-superprofessors everywhere. This particular example is from the Economist:
Caroline Hoxby, an economist at Stanford University, argues that MOOCs threaten different universities in different ways. Less selective institutions are close substitutes for MOOCs. Course content is often standardised and interaction with professors is limited in order to keep costs down.
Really? I know there are large intro classes in many institutions, but even those professors have TAs and office hours and writing centers and early warning systems if you’re failing the course. And, of course, practically the whole point of the non-vocational aspects of community colleges is to prevent those situations from happening, to make sure that students get a user-friendly introduction to academic life and be a success when they transfer elsewhere. It’s as if all the dedicated teachers who help make that happen are dead to her.
Then there’s this (Thank you, Vanessa), “A Colorado Software Firm Is Programming Your Next Professor:”
“MOOCs and online schools have not fully thrown the student-teacher ratio out the window, but they seem to be heading in that direction. As education costs increase, it’s not unreasonable to think that professors, teachers, adjuncts, and tutors could at least be partially replaced by a $7,000 programmable character who never sleeps or unionizes, or emotionally overreacts to student behavior.”
Jesus, and I get called paranoid and delusional for suggesting that anyone is even contemplating such a thing. Never underestimate how little college administrators don’t know about education. Any university that replaces their professors with a dancing paper clip deserves the fate that awaits it. It’s not that we can’t be replaced by a dancing paper clip. We obviously can. It’s whether or not we SHOULD be replaced by $7000 avatars that is the question. If we’re all dead to them, then this process becomes much easier as students are left with essentially no other choice.
Well, I see dead people. So do students. I only hope that we all don’t end up like Bruce Willis and discover that we’re all dead already.*
* So I spoiled the end of a fifteen year-old movie. Well, I think it’s your fault if you haven’t seen “The Sixth Sense” yet, not mine.