6 Reasons Why University Professors Don't Like Massive Open Online Courses

Contents:

• What is known about the demand for MOOCs in universities
• Why professors are distrustful of MOOCs
• How researchers assess the prospects of MOOCs in higher education

What is known about the demand for MOOCs in

The coronavirus pandemic has significantly accelerated interest in online education, and massive open online courses (MOOCs) have become more popular. According to a study, in the spring of 2020, the number of course enrollments on the Coursera platform increased by 644% compared to the same period in 2019. Russia has also seen a rise in interest in MOOCs: attendance at the National Platform for Open Education (NPOO) in April 2020 was twice as high as in January of the same year. This demonstrates that online education has become an important part of the educational process for many people seeking new knowledge and skills in a changing world.

In recent years, MOOC platforms have begun to actively target university students, offering them free access to courses that are typically paid for. Some leading universities have also begun making their courses openly available. However, a HSE study shows that in Russia, as in other countries, the main growth in demand for MOOCs in 2020 was not driven by university students. This points to changing educational needs and interests of a broader audience seeking opportunities to gain knowledge and improve their qualifications through online education. Course enrollment statistics indicate a growing interest in soft skills and self-development, while traditional university disciplines have not shown similar growth. Audience demographics also confirm this trend: only 25% of MOOC users are students aged 18 to 25. The majority of online course participants are adults, most likely already holding a university degree. This shift in educational preferences underscores the importance of developing skills adapted to the modern labor market.

Why professors are wary of MOOCs

Research The study identified the main reasons for mistrust of MOOCs (massive open online courses) and reluctance to use them. Many potential users are skeptical about the quality of the content provided, believing it to be insufficiently deep and informative. There are also concerns about accreditation and employer recognition of such courses. Some respondents noted that the lack of interaction with instructors and other students reduces motivation to learn. Furthermore, technical problems and platform complexity can discourage users. These factors combined create an atmosphere of mistrust towards MOOCs and hinder their widespread adoption.

Video lectures in MOOCs have certain disadvantages compared to synchronous classes. Online courses require a high degree of independence and responsibility from students, which is not always typical for university students. Recorded lectures lack flexibility and interaction between instructor and audience. Study participants noted a preference for synchronous online classes, which provide the opportunity for live exchange of ideas and feedback. This interaction contributes to a deeper understanding of the material and increases student motivation. Therefore, to make distance learning more effective, it's worth considering formats that promote active participation and engagement of students in the learning process.

Off-the-shelf online courses don't cover all the disciplines taught at universities. For most universities that create massive open online courses (MOOCs), the primary goal is to attract new audiences, including potential students. As a result, platforms typically offer introductory and theoretical courses, while specialized MOOCs, which have limited demand, are offered much less frequently. As a result, many important disciplines remain without courses on existing educational platforms.

MOOCs are not ideal for developing practical skills. While online courses in in-demand disciplines exist, they are primarily theoretical. Many instructors note that such courses can only serve as a supplement, not the primary method of instruction at universities. Instructors in technical disciplines emphasize the importance of combining online learning with hands-on interaction with equipment. This approach allows students not only to absorb theoretical knowledge but also to apply it in practice, which is key to successful professional development.

Many instructors perceive MOOCs as a threat to their employment. At Russian universities, the majority of faculty positions are tied to classroom work, which creates concerns about integrating MOOCs into the curriculum. For instructors, this could mean reduced working hours, which in turn increases the risk of dismissal and may negatively impact their professional qualifications. As one of the respondents emphasized, working on lecture courses motivates faculty to develop, seek out new materials, and find effective ways to convey their ideas to students.

Massive open online courses (MOOCs) are becoming an important competitive tool among higher education institutions. However, the introduction of MOOCs raises certain concerns among faculty in the regions. Online courses offered by leading universities may contribute to student exodus from the regions, exacerbating the situation at local educational institutions. Faculty members express concerns that higher education could shift entirely online in the future, leaving regional universities as "degree issuing hubs," as one expert interviewed emphasizes. It is important to consider these risks and find ways to integrate online education with traditional teaching methods in order to maintain the quality of the educational process in the regions.

MOOCs, like other online education methods, were implemented without consulting faculty. Survey respondents noted that during the forced transition to distance learning, all decisions were made by the university administration. Faculty working directly with students were not involved in discussions about the format of classes and the selection of necessary resources. As a result, some faculty's resistance to using MOOCs was not always due to dissatisfaction with the courses themselves, but more often arose from the mandatory nature of these methods.

How Researchers Assess the Prospects of MOOCs in Higher Education

The study found that most faculty members view open online courses (MOOCs) with caution, noting more risks than benefits. However, some surveyed faculty members find MOOCs useful and integrate them as separate modules into their curricula. These faculty members note that using MOOCs allows them to reduce their workload while simultaneously increasing student engagement. Platforms record learning activity, making passive participation in the course impossible, thereby stimulating more active learning.

The authors of the study note that faculty members actively implementing massive open online courses (MOOCs) differ significantly from their colleagues. These faculty members are often younger, have limited teaching experience, and are more inclined to create new courses and update existing ones. They also strive to integrate various forms of learning activity and knowledge assessment into their classes. However, there are generally few such teachers in Russian universities, which underscores the need to support and develop this category of teachers to improve the quality of education.

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