What’s old is new again in edtech land. While that’s always been true to some extent, what’s new now is that this constant effort at reinvention has begun to take MOOCs as the status quo to be contrasted against rather than what they once were, namely the bright, shiny new thing that will save us all.
As a social phenomenon, access to education in this way – that is available for everyone, for free – is unprecedented and changing the way we live, work and learn. No one wants to move away from that or undo the huge steps forward we have made. But, as we have seen, it is not a perfect system. Something needs to change to utilise this power to its best advantage, to take what we have learned and move it a step further. Students need interaction with their teachers and fellow students. They need support. What we have seen so far is that MOOCs fail to address the need for communication as a learning tool.
Their solution? “[A] combination of online learning and personal interaction.” Don’t get me wrong: That’s certainly an improvement over MOOCs, but something like that’s been available for about twenty years now. They’re called online classes. You know…the non-massive ones. Certainly online classes are not all the same, particularly since the more student/teacher interaction they foster the better. However, to claim that personal attention is somehow an exclusive selling point of this one provider requires a rather selective reading of edtech history.
Nevertheless, others have actually invented their own new acronym for doing what some people have been doing for ages now. My much-valued commenter and online friend Contingent Cassandra sent me this link:
Small Private Online Courses (SPOCs) on the other hand, are purposely focusing on class size as a sort of opposite of the Massive Open Online Course (MOOC). A University Business article emphasizes that this isn’t a new model, but one that may be finding a broader audience as school and corporate partners offer specialized curricula to small groups of (17-20) learners. These numbers mean that the kinds of support often missing in MOOCs and other large classes – such as personalized feedback and coaching, and opportunities for real-world experience – are more readily available.
That sound you hear is a whole slew of dedicated online instructors hitting their heads against their desks over and over again. Certainly offering online students this kind of personal attention beats what they’d get in MOOCs, but when you get right down to it that’s not a very high standard, is it? The other important question is how long can these Small Private Online Courses can stay small. When will the profit motive that even public universities now express regularly get the best of any instructor’s best intentions?
Leaving the substantial minority of people who do really innovative teaching online aside, the question then becomes how should we judge online education as a whole. What does online education get right that we can’t do in face-to-face classes? What does it get wrong? More importantly, why does it get what it gets wrong wrong? New UC Chancellor Janet Napalitano (of all people) may have hit the nail on the head here:
“There’s a developing consensus that online learning is a tool for the toolbox, but it’s harder than it looks and if you do it right, it doesn’t save all that much money,” Napolitano told about 500 policy and education experts at a speaker series sponsored by the Public Policy Institute of California….
Online courses may indeed prove to be useful, she said, but more as a way to augment upper-division work for students who are already deeply engaged in their subject matter.
Let the people who have already learned how to learn learn online. Give all the students who don’t know how to learn yet the attention they deserve. More importantly, let them get all the attention that they can get in a classroom setting before you give them the option of entering the brave old world of online education. When online education at all levels of instruction becomes the only option for the vast majority of students, higher education will have failed us all.
Reinventing the wheel here is hardly a pedagogical imperative. It’s not even a financial imperative, since (as Napolitano points out) online education doesn’t really save universities all that much money. Just because you can teach students online doesn’t mean you should teach students online, especially in massive open online courses that offer no individual attention at all unless students win a lottery or beg for it.
When all is said and done it’s not the teacher/student relationship that’s broken. What’s broken is the political economy of higher education that has convinced some people to consider even the worst forms of online education an imperative in the first place.