Massive open online courses (MOOCs for short) first mooted in 2006, surfaced with something of a pop in 2012. Intended to be open to all with Internet access, they promised a renaissance of higher education with the ’best’ professors, educational technologies and materials, flexibility, innovative assessment and accreditation (if chosen), no entry requirements, and very low cost at a time of relentlessly rising fees for conventional study. And they did not require attendance, although certificates of successful completion may be a currency for acceptance in conventional HE. They could be about literally anything at a variety of levels and involving a range of study times. By the end of 2016 MOOC programs had been set up by more than 700 universities worldwide, and around 58 million students had signed up to one of more courses. The general business model is described as ‘freemium’; i.e. a pricing strategy whereby a product or service is provided free of charge, with a premium charged for certification. There are innumerable variants of this model. The top providers are mainly consortia linking several universities and other academic and cultural entities. Futurelearn, although wholly owned by the formerly world-leading distance-learning distributor the British Open University, has 157 partners in Britain and globally. Its venture into the field involved its investing several tens of million UK pounds at start-up, which some believe was the source of its current financial difficulties.
The 11 January issue of Science published a brief account of the fortunes of a range of MOOC providers (Reich, J. & Ruipérez, J.A. 2019. The MOOC pivot. Science, v. 363, p. 130-131; DOI: 10.1126/science.aav7958) using data from edX that links Harvard University and MIT. The vast majority of learners who chose MOOCs never return after their first year. Growth in the market is concentrated almost entirely in affluent countries, whereas the model might seem tailor-made, and indeed vital, for less fortunate parts of the world. Completion rates are very low indeed, largely as a result of poor retention: since 2012 drop-out rates in the first year are greater than 80%. In the data used in the study both enrollments and certifications from 2012 to last year rose to peaks in the first three years (to 1.7 million and 50 thousand respectively) then fell sharply in the last two years (to <1 million and <20 thousand, respectively). Whatever the ‘mission’ of the providers – was it altruistic or seeking a revenue stream? – the MOOC experience seems to be falling by the wayside. Perhaps many students took MOOCs for self-enlightenment rather than for a credential, as their defenders maintain. Well, the figures suggest that few saw fit to continue the experience. Surely, if knowledge was passed on at a level commensurate with participants requirements in a manner that enthused them, a great many would have signed up for ‘more of the same’: clearly that didn’t happen.
The authors conclude with, ‘Dramatic expansion of educational opportunities to underserved populations will require political movements that change the focus, funding, and purpose of higher education; they will not be achieved through new technologies alone.’
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