MOOCs failed to deliver on their proponents' promises of transforming higher education¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The article concludes that research and data show MOOCs failed to deliver on proponents' promises and remain just a different kind of online course. → Popenici 2017

Evidence¶

Popenici 2017¶

Popenici, S. A. D., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12:22. https://doi.org/10.1186/s41039-017-0062-8

q2 · i? · theoretical · r2

The paper's lesson-of-MOOCs analysis states that by 2016 it became clear MOOCs "remain just a different kind of online course, interesting and useful, but not really aimed at or capable of changing the structure and function of universities". It cites the authors' own prior work and a 2015 book chapter.

"Research and data on this topic reflect the failure of MOOCs to deliver on their proponents' promises."

Discussion¶

Related Claims¶

• MOOC adoption remains limited to a small segment of higher education institutions, with most institutions deciding against or remaining undecided about MOOCs — a narrower finding that bears on this claim
• A review of music education asserts that MOOC completion is typically under 10% and that embodied musical learning resists short video lectures and self-graded quizzes — a narrower finding that bears on this claim
• Connectivist MOOC aggregation-remix-repurpose-feed-forward model neglects personal self-transformation — related
• A technical review reports a 70% cut in grading time and a 15% rise in learner satisfaction from NLP-based automated grading on one MOOC platform, with no comparison design described — related
• GPT-4 achieves high recall (average 0.958) but low precision (average 0.526) when de-identifying MOOC forum posts — related
• Pre-tests reduced adult learners' persistence in a MOOC, though they improved post-test scores among those who completed it — related
• A single Tipping Point explains dropout patterns in only about a quarter of online courses, so lesson-level dropout behavior is more complex than one critical lesson — related
• GPT-4 de-identification performance varies by course, with lower agreement in courses with longer posts and more qualitative discussion — related