As Kris and John learned recently, even two gentlemen who “should” be excited about online learning have misgivings. Our reply was: “Well, if you haven’t had good experiences with online learning, it’s because it wasn’t done right.”
Here’s an article from Quartz from March this year that discusses that topic, with some good links in the story such as to Carnegie Mellon initiatives.
And here’s a sort of followup from Alexandra Pickett that says if online “students” aren’t engaged, blame the teacher.
Here’s a few more critiques of MOOCs from EdSurge, and related.
https://www.edsurge.com/n/2013-05-21-much-ado-about-moocs
https://www.edsurge.com/n/2013-05-21-opinion-how-a-mooc-could-be-a-faculty-s-best-friend
https://www.edsurge.com/n/2013-05-21-opinion-are-moocs-really-the-future-of-the-university
The MOOC critiques apply to xMOOCs….variations of a formalized approach to teaching and learning that worked well in the past for institutions. What about cMOOCs? Isn’t PSA more about informal learning that is taking new forms?
Yes, PSA is about various new forms of learning, and not so directly focused on higher ed crises. Although hard not to be still very interested in that.
Here’s another link, along the lines of part of Joseph/ Ruben conversation, and some other “push back” coming from those who have not found a way to be enthused about online learning. This teacher should talk to Ruben, as he’s said his 16 hour course has done wonders for using Microsoft office for newcomers to that kind of software.
http://www.newyorker.com/magazine/letters/2013/06/10/130610mama_mail1