As more colleges and universities offer credit for MOOCs, one problem that has cropped up is how to authenticate the results of student assessments conducted online.
A handful of companies have developed a solution: online proctoring. Using a webcam to monitor the students as they take tests, online proctors can peer into students’ living rooms, kitchens or back patios, watching their computer screens and observing their eye movements to ensure they are not looking at notes in a closed-book exam.
In an online seminar on the Greek rhetorician Isocrates offered at the University of Pittsburgh, 176 students listened to a live stream of a discussion among graduate students taking the on-campus version of the class and then asked questions or made comments via Twitter.
The eight graduate students in the brick-and-mortar class took turns recording lectures once a week for the online students during the course this past fall. And both the online and doctoral students could interact with one another on the discussion board on Blackboard’s CourseSites platform.
When Tina Seelig, executive director of the Stanford Technology Ventures Program, taught “A Crash Course on Creativity” last spring, the 38 students in her graduate class worked on the same projects as the 25,000 people around the world who took the MOOC version of the course.
The MOOC not only offered an alternative to Stanford students who were unable to take this oversubscribed class, but also included perspective from people across the globe.
It won’t quite be describable as a MOOC at first. But that’s one direction that Georgia Tech’s College of Computing can imagine going with its soon-to-be-rolled-out online master’s program, which will start as a pilot in January.
The program has received national attention in part because of a $2 million investment from AT&T—and because Georgia Tech is charging only $6,600 in tuition, compared to $45,000 that traditional master’s students from out-of-state would pay.
Online education providers say university and college clients considering developing MOOCs as a long-term strategy need to think about the economies of scale gained and how long courses can last before the content gets out of date.
An increasing number of colleges and universities are offering MOOCs, but few have crunched the numbers to determine whether these online courses can succeed as a business proposition. Where return-on-investment conversations are happening, they generally aren’t leading to comprehensive analysis.
Some institutions, however, are paving the way in their attempts to analyze the potential of MOOCs as a business model.
William G. Bowen is a name familiar to anyone who works in higher education today. Bowen was president of Princeton University from 1972 to 1988, and president emeritus of The Andrew W. Mellon Foundation, where he served for nearly 20 years.
The technological revolution sweeping higher education may not be carrying all students with it equally. MOOCs, lecture capture, and other digital platforms are being designed with varying degrees of accessibility for students with mobility restrictions, hearing and visual impairments, and learning disabilities.
Unlike MOOCs, lecture capture platforms are used widely in for-credit courses. Providers of the technology have built in many accessibility features in the past several years.
Lecture capture platforms designed by Echo360, Panopto, and Sonic Foundry, for instance, can all accommodate human-generated closed captions, and are compatible with screen-reading software used by students with visual impairments. Students who cannot use a mouse can use keyboard commands to navigate the platforms.
In the fall semester of 2001, I taught an online course for the first time. Sept. 11, 2001 was traumatic and life changing for millions of people worldwide. But for students, staff, and faculty at Borough of Manhattan Community College, the events of 9/11 were visceral.
Seven students working in the Twin Towers were killed, the newly renovated Fiterman Hall was destroyed when 7 World Trade Center collapsed, and many students and faculty witnessed the destruction from a very close range.
There’s no shortage of options for administrators to consider when looking to make decisions from MOOC enrollment data. Here are some ideas suggested by Sam Burgio and Rick Tomlinson, of Jenzabar; Katie Blot and Jarl Jonas, of Blackboard; and Caitlin Garrett, of Rapid Insight: