Online education and MOOCs – optimal learning should remain focus

By Professor Roy Crawford Chair of Universities New Zealand – Te Pōkai Tara and Vice-Chancellor of The University of Waikato.

Tertiary education continues to undergo a dramatic transformation with the rapid and constant changes in technology. Universities are cognisant of the need to adapt and deliver on these advancements and incorporate them into their teaching. The question often asked is: will traditional campus-based university education survive the unprecedented growth of online and digital education?

The mode of online delivery currently receiving the most attention is Massive Online Open Courses (known as MOOCs) – courses accessed at no cost over the internet with the biggest providers headed by the world’s most elite universities. [1]  MOOCs are generally categorised as either being structured in a way that is similar to traditional university offerings with broadcast lectures the main feature, or as a more collaborative model of learning based on a wide range of aggregated content and numerous channels which enable learners to interact.

There are certainly diverse opinions about the value of MOOCs and the impact they will have on teaching and the future of universities themselves. Are they a threat or an opportunity?

Taking a step back, I would emphasise that a university’s first priority must be to ensure the highest quality teaching. This should be the main driver when looking at teaching models – whether delivered largely through traditional face- to-face means or digitally.

There have been many studies about whether e-learning works and the conclusion is that it does - if delivered in the right way – which is no different to conclusions reached about on-campus teaching.

The learning experience of university students is shaped by the physical learning environment, as well as technological advances in course delivery. Universities around the world are striving to improve their teaching practices, which includes a focus on making the learning process more engaging and motivating.  As the cost of university education grows, and students are paying more in fees each year, there is a growing expectation from students (and their parents) to receive the highest quality teaching. With a new generation brought up in an online world, with a myriad of digital devices, this expectation will include having access to the latest online tools and resources. For example, the use of web-enabled technologies and high speed networks to enable students to choose when and how they learn. It is this flexibility that is touted as one of the greatest benefits of online education with students able to decide when and how they access information.

Perhaps the strongest argument against online learning, including MOOCs, is that it can never equal the value of personal, face-to-face learning. My colleague Professor Harlene Hayne, Vice Chancellor at the University of Otago, has rightly opined [2] that the skills university students are taught in the classroom that will be of value throughout their careers – such as teamwork, negotiation, oral communication, social skills and critical thinking – require regular human contact. Interpersonal skills will more readily be developed on campus with face-to-face interactions. Surveys of employers consistently show that these generic skills are often valued above academic abilities and help to deliver work ready graduates.  

With the growth of online education, the onus on universities is now even greater to make on-campus learning compelling, so that students see the experience as having clear and distinctive benefits that are not easily replicated by online learning.

Online learning however has advantages which should be explored in our quest to enhance quality teaching. A study found that it can be very effective at teaching course content, and that online exercises led to better retention of information, assisting students to put concepts into practice. [3]

Massachusetts Institute of Technology (MIT) President L. Rafael Reif writes in TIME [4] that online tools are enabling MIT to offer what are known as ‘flipped classrooms’ in which  students  view course content via video lectures, freeing up time in the classroom for discussion, problem solving and personal mentoring. Online tools are being used strategically, so that the in-classroom experience is more interactive and stimulating. He concludes that digital learning can enhance teaching practices.

From a learner perspective there is relative enthusiasm about MOOCs. Access to high quality material and collaborative learning experiences via online social media are the most commonly cited benefits. [5]

MOOCs have also contributed to data about online learning, which shows how students learn and how they interact with course material. This can provide valuable information about how students learn best and we can adapt course materials and teaching methods in response to these findings.  

The positives of online learning should influence the way we frame the discussion so that it is not be about face-to-face/traditional versus modern/online, but aspiring to combine the best of both approaches. How can they complement each other? Can MOOCs make higher education better for our students? Are they an impetus for education reform and innovation?

Universities have long moved from a single teaching pathway and offer various learning options which recognise that students absorb information in different ways. A more customised approach to education is evolving.

I envisage that students will continue to want the best of face-to-face and online teaching, and that the social and personal interactions they experience at university will be valued most. 

In a recent literature review [6] MOOCs were commonly praised for reaching thousands of students at a comparatively lower cost than on-campus education, benefitting the university’s budget and students, particularly those who may struggle to meet the costs of study. The US Government is taking a keen interest in MOOCs, viewing them as a way to curb the rising costs of public higher education and has pledged more money to universities that use online courses.  Financial incentives are certainly expected to drive the further growth of the online market.

The New Zealand Government’s draft Tertiary Education Strategy 2014-2019 outlines an expectation that the sector needs to ‘advance its thinking quickly on new delivery models’ and to respond ‘to changes in learning styles and learning delivery.’ Our universities are doing this, but it is clear there will be pressure to demonstrate that we are responsive and proactive in this sphere.

The New Zealand experience

Our universities recognise that MOOCs can offer exciting, innovative opportunities in alternate course delivery. 

Some of our universities are offering MOOCs as part of their open education strategies. The University of Waikato is offering a MOOC course in data mining, created by its computer science department, while Massey University provides MOOCs on sustainable agriculture, emergency management and indigenous cultures in partnership with Australian provider Open2Study.  

However in spite of these developments, New Zealand’s universities remain primarily committed to research-led, face-to-face education, complemented by online and e-Learning resources. 

What are the challenges and concerns?

Misgivings about MOOCs include their high attrition rates – up to 90 per cent in some courses. There are many strands of discussion: How will universities offering MOOCs make money and be financially viable? Do MOOCs provide high quality learning and how is quality assessed? How can they provide accreditation? The most significant issues for MOOCs, and the universities that increasingly offer these courses, appear to be developing a viable business model and accreditation.

The MOOC Literature Review concludes that regardless of the challenges, MOOCs will introduce new pedagogical models and become a standard part of university credentialling.

We are still navigating the waters on many of these issues and future developments are uncertain. Universities have a long tradition of evolving and adapting to change over the past 800 years, and they will continue to do so. The challenge is how we respond to the needs of our students and the changes in technology to ensure we offer an optimal learning experience. We should embrace the opportunities of both online and on-campus learning, and not lose sight of our ultimate goal – quality teaching and learning for our students.  

[1] The largest providers include Coursera (launched by Stanford University with courses offered by more than 30 universities), edX (launched by MIT and Harvard University) and Open Educational Resources (OER), a collaboration of institutions including several from New Zealand.

[2] The University of Otago Magazine, June 2013, pp.4-5

[3] 2011 Study co-authored by physics Nobel laureate Carl Wieman at the University of British Columbia found the highly interactive ‘flipped classroom’ benefitted students nearly twice as well as traditional lectures.

[4] TIME, October 7, 2013, pp.40-41

[5] The Maturing of the MOOC: Literature review of Massive Open Online Courses and other Forms on Online and Distance Learning. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/240193/13-1173-maturing-of-the-mooc.pdf

[6] ibid