{"id":647301,"date":"2013-03-18T13:35:19","date_gmt":"2013-03-18T17:35:19","guid":{"rendered":"http:\/\/gigaom.com\/?p=621485"},"modified":"2013-03-18T13:35:19","modified_gmt":"2013-03-18T17:35:19","slug":"even-the-professors-behind-massive-online-classes-arent-sure-they-should-count-for-credit","status":"publish","type":"post","link":"https:\/\/mereja.media\/index\/647301","title":{"rendered":"Even the professors behind massive online classes aren\u2019t sure they should count for credit"},"content":{"rendered":"

<\/del>Are massive open online classes (MOOCs) from the likes of Coursera<\/a>, Udacity<\/a> and edX <\/a>living up to the hype?<\/p>\n

Even though many in academia have expressed skepticism<\/a>, a survey from the Chronicle of Higher Education<\/i><\/a> finds that the professors behind the MOOCs have many positive things to say about the new classes. But, interestingly, these most enthusiastic academics say that while they\u2019re embracing MOOCs, they don\u2019t necessarily believe they should be worth credit from their institutions.<\/p>\n

According to the Chronicle<\/i>, while 79 percent of respondents said they believed that MOOCs are “worth the hype,”\u00a0 just 28 percent believed that students who succeeded in their MOOC deserve formal credit from their home institution.\u00a0The survey, which attempted to reach every professor who has ever taught a MOOC, ultimately included responses from 103 professors (out of 184).<\/p>\n

The generally positive response to the Chronicle<\/i>\u2019s survey contrasts with a 2012 survey from the Babson Survey Research Group<\/a>, which found that just about 30 percent of university chief academic officers believe their faculty accept the value of online learning.\u00a0The\u00a0Chronicle<\/i>\u00a0acknowledged that the survey isn\u2019t scientific and that the most pro-MOOC academics may have been the ones to reply. But it still provides an interesting window into the developing and nuanced attitudes of the first professors willing to try their hand at the emerging medium of instruction.<\/p>\n

Another interesting finding was that while 86 percent of professors believed that MOOCs could eventually reduce the cost of attaining a college degree in general (45 percent said it would significantly reduce the cost; 41 percent said it would marginally reduce the cost), just 64 percent MOOCs believed they would reduce the cost of a degree at their own institution. That response likely reflects the caliber of the schools the professors represent (the big MOOC providers have made a point of partnering with Ivy League and other top tier schools) and I wonder if it indicates a belief among these professors that MOOC credits will count the most at lower-tier schools.<\/p>\n

You can check out all of the results on the Chronicle’s website<\/a> but a few other findings of note include:<\/p>\n