A core element of any successful debate, negotiation, or constructive discussion is knowledge of the topic at hand, including a grasp of the differing perspectives of the issue.
In this instance, institution leaders, faculty, and administrators don’t need to be experts in online learning, MOOCs, or open education resources for example, but should be informed before engaging in discussions and decisions pertaining to changes in learning models or methods.
Fortunately, faculty documented experiences with MOOCs and online learning have come to light.
For instance, a survey conducted for The Chronicle identified that faculty gained deeper insight into their own teaching and learning, and how online learning works. The majority of faculty claimed to benefit personally and professionally.
Professor Mitchell Duneier of Princeton University taught one of the first courses on Coursera, Introduction to Sociology. Duneier openly shared his enthusiasm for MOOCs, writing an opinion piece after the completion of the courses’ first offering.
However, he recently backed away from teaching his MOOC, due to the unfavorable contract terms between Coursera and higher ed institutions and its faculty.
Duneier acted from an informed perspective, and his positional statement will no doubt influence the path and direction of MOOCs and online education within his own institution.
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