ACE will create a pool of 100 low-cost courses, some from non-college providers

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ACE continues online experimentation with proposed pool of general education courses from colleges and providers like StraighterLine.

Online education platform EdCast puts universities in charge of their content

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EdCast, a new online education platform provider, wants to use open-source software to help institutions teach courses to on-campus and online students all at once.

Essay calls for an end to apologies about MOOC dropouts

Much to the consternation of my wife, I'm not a big fan of apologies. I'm not interested in hearing public figures apologize. And I don't generally want people to apologize to me: if you've done me wrong, well, just don't do it again. The damage is done and we all need to move on. Even with my kids, I'd rather have them promise to try not to do something again, than apologize for doing it. (Note to parents: The jury is still out on this as a parenting strategy.)

My personal anti-apology bias aside, though, there really is one thing that you absolutely don't need to apologize for: dropping out of my MOOC.

By way of background: I’m currently teaching the second offering of a massive open online course about metadata for the University of North Carolina at Chapel Hill, offered through Coursera.

One of the concerns heard from faculty, back when MOOCs were a new idea (all of two years ago), was that they couldn’t possibly keep up with the barrage of emails that would result from having thousands of students. But my experience has been that a MOOC actually results in surprisingly few emails, given that my baseline was the email-to-student ratio from my “traditional” classroom courses. Of the emails I receive from students in my MOOC, however, one of the most common types is the apology for dropping out.

In these emails, complete strangers introduce themselves to me, explain that they were taking my MOOC and enjoying it very much, but that they had to drop out. These individuals were always very apologetic, and expressed regret, remorse, and not a little guilt over having to drop the course.

One student had taken on new responsibilities at work. One student’s family life had become too busy to accommodate time for the course. One student was going to be traveling to a remote part of the world with limited Internet access for several weeks in the middle of the course. One student had a parent who died. Work-life balance was invoked by several students. In other words: life intervened, as it does.

The first two or three emails like this that I received, I thought: “Boy, these students really don’t get it. If they’d just dropped out and not said anything, I would never have noticed. They’re fundamentally misunderstanding how MOOCs work.”

And it’s true, I would never have noticed, not with north of 14,000 active students.

I received emails like this once or twice a week throughout the duration of the first offering of the eight-week course, and the same is holding true for the second. And while that amounts to a vanishingly small percentage of the students in the course, I’m sad that these particular students dropped out. In part this is because, out of the faceless sea of students, these individuals suddenly emerged with names and life stories and tragedies. But in part it’s because, if it weren't for these life stories and tragedies, I feel certain that these students would have completed the course, and done well in it.

MOOCs are a relatively new development in online teaching and learning, and research on them is still emerging. But a very interesting research agenda is evolving  to articulate a classification of student “engagement trajectories.” This work shows that the largest group of those registering for a MOOC are “no-shows”: people who register for but never login to the course. The smallest group are those who actively participate in and complete the course. There’s also a large group of students who “disengage”: students who start the course, but whose level of engagement (viewing videos, participating in the discussion forums, etc.) decreases throughout the course. Some of these students disengage completely, and can be considered “dropouts.” Some students simply “audit”: watch videos, but don’t participate in the discussion forums or do the assignments. These categories emerge as a result of each individual student’s engagement decisions.

A common (and I believe justified) criticism of MOOCs, and of online courses in general, is that they favor the self-motivated student. Most MOOCs are free, so money is not on the table. Most MOOCs are not for credit, so a grade is not on the table. Most MOOCs are not part of a larger program of study, so graduation is not on the table. The external motivations traditionally embedded in postsecondary education do not, for the most part, apply to MOOCs. And in the absence of external motivations, only the internally motivated will thrive.

And those for whom life did not intervene.

The absence of external motivations is one of the best features of MOOCs. What instructor wouldn’t want a class full of internally motivated students? What student wouldn’t want to be free from grades and tuition, and the pressures that come along with them?

Before I taught my MOOC, I took one as a student: Introduction to Astronomy, taught by Ronen Plesser at Duke University, through Coursera. I stopped doing the homework after week three, because my algebra is, let’s just say, a little rusty and the homework simply became too time-consuming for me. I do not apologize for auditing Dr. Plesser’s course; I got out of it what I wanted, which was eight weeks of intellectual enjoyment. I do not believe that Dr. Plesser needs to apologize for the students that disengaged or audited; every individual student makes their own engagement decisions. And I do not believe that Coursera or any MOOC provider needs to apologize for low completion rates of the MOOCs that they host; the absence of external motivations is one of the best features of MOOCs.

Though I disengaged from the homeworks for Introduction to Astronomy, I watched every video for the course, and I believe that I got a lot out of it. Could I have gotten more out of it? Certainly. Did I get enough out of it to satisfy me? Yes. Given the absence of external motivations, there was no penalty for me to disengage and audit the course. So it’s ironic that in thinking like an instructor while teaching my MOOC, I forgot to think like a student.

Here’s part of what I wrote in reply to these first few students’ emails: “MOOCs aren't graded or for credit, so there's absolutely no penalty for dropping out – you won't fail, you just won't receive a certificate of completion.”

But after receiving a few more emails like this, I realized that I was the one who really didn’t get it. It wasn’t these students who were fundamentally misunderstanding MOOCs, it was me. These students were never in it for the certificate of completion; they were in it for the personal edification. These students weren’t concerned about receiving a failing grade; they felt that they had failed themselves.

Perhaps I’m reading too much into these emails from students. But I don’t think so.

You don’t need to apologize for having a life. You don’t need to apologize for getting a new job; congratulations. You don’t need to apologize for your parent dying; my condolences. You don’t need to apologize for traveling to a remote part of the world with limited internet access for several weeks; I’m envious.

So I say unto these students, and all students enrolled in a MOOC: you don't need to apologize for dropping out. If you started a MOOC intending to engage with it, then I, as an educator, have nothing but admiration for you. You started a course for the personal edification, in the absence of the traditional external motivations of postsecondary education. Even if you don’t complete it, I have nothing but admiration for you. I think I speak for all educators everywhere when I say: we wish we had more students like you in our traditional courses.

Jeffrey Pomerantz teaches in the School of Information and Library Science at the University of North Carolina at Chapel Hill.

Editorial Tags: 

Study: MOOC content in traditional courses is viable, if inflexible

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A report on MOOCs in Maryland classrooms delivers encouraging results, but faculty members say shaping a course around another instructor's content can be tricky.

Can MOOCs lure international students to U.S. colleges and universities?

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University of Pennsylvania instructors and State Department diplomats hope massive online courses will attract more international students to American colleges and universities.

After grappling with data, MOOC Research Initiative participants release results

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Participants in the Gates-funded MOOC Research Initiative discuss their results -- and the pains of working with MOOC data.

Faculty group continues anti-MOOC offensive

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A national faculty coalition continues its anti-MOOC offensive, but some critics say the concerns are overblown.

Meetings feature more substance about education technology

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Rhetoric about ed tech at SXSWedu and ACE meetings is more sober than soaring, as academics and experts talk about how to use emerging models.

Elite universities face lower stakes but familiar concerns in MOOC space

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MOOCs may be less of an investment for elite institutions, but Cornell, Princeton and Yale Universities still face familiar questions about investments, revenue and intellectual property rights.


British MOOC, first in country to give option of paying for credit, gets no takers

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A British MOOC on vampire fiction is first in the country to offer an option of paying for credit. There were no takers.


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