More and more it is becoming evident that the impact MOOCs will have is on adult (lifelong) learners and not on your typical undergraduate. I am currently participating in Kathy Davidson’s wonderful MOOC entitled, “History and Future of (Mostly) Higher Education,” with thousands of others. The landscape is a rich learning environment with excellent videos, online textbook and links to articles, community site, peer-assessed assignments, quizzes and other useful innovations. Your average online professor would be hard-pressed to produce anything near the quality of this team-produced course hosted by Coursera.
This is not a site for undergraduate learners—although they would be welcome to participate. I imagine that well over 90% of the students are adults, many in academia, that wish to advance their knowledge in this area and see what a MOOC has to offer. Adult learners, as we know, are self-motivated, not needing a campus experience, capable of higher order thinking and writing (we hope), and bring a wealth of personal experience to the table. For the most part, they are not seeking credit for this course, or even need to have this as a component of a degree. We are taking this MOOC due to our inherent interest in the topic, our love of learning, and the need to be part of a greater community of learners. We are, I believe, the real “early adopters” of MOOCs, and part of a parallel revolution in online learning—that of non-degree seeking adult learners.
In a previous post, I reflected that the real impact of MOOCs was overstated in the undergraduate arena. I feel that the real story was the acceptance of online learning within the conservative bastions of higher education. In essence, online learning has won the decade-plus battle for acceptance in academia. In that context, MOOCs are more a flashy online hybrid that may have a great future, but have little immediate impact for the vast majority of college students today. There are many issues to iron out including students getting credit for these MOOCs, ownership of the content, academic rigor and assessment, etc. These will take time to resolve and, in time, there certainly will be a place for MOOCs in college teaching.
However, most of these challenges do not really apply for adult learners. MOOCs can, and are, having an immediate impact for those of us interested in learning a range of topics we never had the time or opportunity to explore. Thus, MOOCs can be part, I believe, of a renaissance in adult learning. Often adult learners regret not fully taking advantage of opportunities during their college career, or the over-specialization inherent in their graduate studies. With MOOCs, many of us see the possibility for learning on our own terms—taking what topics interest us in the convenience of our homes and doing so when our schedules permit — and while paying little or no fees (at this point in MOOC development). As baby-boomers retire and have more free time, I predict many of us will continue to pursue lifelong learning opportunities. MOOCs are real, and will start to usher in a revolution in adult learning.