MOOCs, SPOCs and next generation Open Access Learning

In 2011, the respective roles of higher education institutions and students worldwide were brought into question by the rise of the massive open online course (MOOC). MOOCs are defined by signature characteristics that include: lectures formatted as short videos combined with formative quizzes; automated assessment and/or peer and self–assessment and an online forum for peer support and discussion. Although not specifically designed to optimise learning, claims have been made that MOOCs are based on sound pedagogical foundations that are at the very least comparable with courses offered by universities in face–to–face mode. To validate this, we examined the literature for empirical evidence substantiating such claims. Although empirical evidence directly related to MOOCs was difficult to find, the evidence suggests that there is no reason to believe that MOOCs are any less effective a learning experience than their face–to–face counterparts. Indeed, in some aspects, they may actually improve learning outcomes.

"Recently Scott E. Page did a presentation at the University of Wisconsin Center for Educational Innovation where he reviewed his experience teaching his Model Thinking course twice through online course provider Coursera. .. The presentation runs a little more than an hour, ... [it] gives is a very interesting insight into the process of creating a very successful MOOC ... It’s not very often that I sit through an hour-long video, but this one really did grab my attention. It was a well-told story by a thoughtful academic who believes that universities have the capacity to share important ideas with learners who never would have had access to them before."