4 major MOOC findings–and where to go from here

Questions and implications

Based upon these findings, Chuang and Ho identified questions that might “reset and reorient expectations” around MOOCs.

First, while many MOOC creators and providers have increased access to learning opportunities, those who are accessing MOOCs are disproportionately those who already have college and graduate degrees. The researchers do not necessarily see this as a problem, as academic experience may be a requirement in advanced courses. However, to serve underrepresented and traditionally underserved groups, the data suggest that proactive strategies may be necessary.

“These free, open courses are phenomenal opportunities for millions of learners,” Ho emphasizes, “but equity cannot be increased just by opening doors. We hope that our data help teachers and institutions to think about their intended audiences, and serve as a baseline for charting progress.”

Second, if improving online and on-campus learning is a priority, then “the flow of pedagogical innovations needs to be formalized,” Chuang says.

For example, many of the MOOCs in the study used innovations from their campus counterparts, like physics assessments from MIT and close-reading practices from Harvard’s classics courses. Likewise, residential faculty are using MOOC content, such as videos and assessment scoring algorithms, in smaller, traditional lecture courses.

“The real potential is in the fostering of feedback loops between the two realms,” Chuang says. “In particular, the high number of teacher participants signals great potential for impact beyond Harvard and MIT, especially if deliberate steps could be taken to share best practices.”

Third, advancing research through MOOCs may require a more nuanced definition of audience. Much of the research to date has done little to differentiate among the diverse participants in these free, self-paced learning environments.

“While increasing completion has been a subject of interest, given that many participants have limited, uncertain, or zero interest in completing MOOCs, exerting research muscle to indiscriminately increase completion may not be productive,” Ho explains. “Researchers might want to focus more specifically on well-surveyed or paying subpopulations, where we have a better sense of their expectations and motivations.”

More broadly, Ho and Chuang hope to showcase the potential and diversity of MOOCs and MOOC data by developing “Top 5” lists based upon course attributes, such as scale (an MIT computer science course clocked in with 900,000 participant hours); demographics (the MOOC with the most female representation is a museum course from HarvardX called “Tangible Things,” while MITx’s computing courses attracted the largest global audience); and type and level of interaction (those in ChinaX most frequently posted in online forums, while those in an introduction to computer science course from MITx most frequently played videos).

“These courses reflect the breadth of our university curricula, and we felt the need to highlight their diverse designs, philosophies, audiences, and learning outcomes in our analyses,” Chuang says. “Which course is right for you? It depends, and these lists might help learners decide what qualities in a given MOOC are most important to them.”

Additional authors on the report included Justin Reich, Jacob Whitehill, Joseph Williams, Glenn Lopez, John Hansen, and Rebecca Petersen from Harvard, and Cody Coleman and Curtis Northcutt from MIT.

Material from a press release was used in this report.

Laura Ascione