Taking Stock of MOOCs and Credit Substitutability

Concurrent Session 3

Brief Abstract

In this discovery session, we will discuss the different ways in which massive open online courses (MOOCs) can be translated into actual course credit toward academic degrees.

Presenters

Lead Presenter: David Joyner, Georgia Institute of Technology-Main Campus

David Joyner is the Associate Director for Student Experience in Georgia Tech's College of Computing, overseeing the administration of the college's online Master of Science in Computer Science program as well as its new online undergraduate offerings. He has developed and teaches CS6460: Educational Technology, CS6750: Human-Computer Interaction, and CS1301: Introduction to Computing, all online.

Additional Authors

Extended Abstract

Since the advent of Massive Open Online Courses (MOOCs), the relationship between these innovative educational platforms and traditional models of high-stakes, high-value college credit has been fraught with complexities and challenges. This discovery session provides an analysis of the evolving landscape of MOOCs and their varying links to college credit, offering insights into the opportunities and obstacles faced by MOOCs in achieving credit substitutability.

Initially, MOOCs were modeled after for-credit courses, yet they were required to be deliberately differentiated from actual for-credit enrollment. This distinction allowed MOOCs to explore alternative topics, scope, and target audiences. However, it also detached them from the incentives offered by a connection to college curricula. Over time, several efforts have been made to re-establish the link between MOOCs and more substantial credentials.

To better understand the dynamics of credit substitutability in the context of MOOCs, we will examine several contributing factors, including course scope, assessment methods, and integrity measures. Through this analysis, we will identify and illustrate a spectrum of credit substitutability, encompassing:

  1. Large-scale, affordable degree programs that leverage MOOCs as a foundational component.
  2. MOOCs with attached mechanisms for credit exchange, such as MicroMaster's programs that allow students to earn credit towards a graduate degree.
  3. MOOCs that build on content used for for-credit experiences, offering learners the opportunity to explore topics in greater depth or expand their skill sets.
  4. MOOCs offered through international platforms that focus on facilitating inter-university credit exchange, promoting global collaboration and educational mobility.

By articulating the diverse range of MOOCs and their relationships with academic credit, this paper will shed light on the intricate dynamics of credit substitutability and the potential pathways for MOOCs to gain greater recognition in the realm of higher education.

Moreover, this analysis will enable educators, policymakers, and higher education institutions to better understand the opportunities and challenges associated with integrating MOOCs into traditional academic frameworks. As a result, stakeholders can make more informed decisions about the future of MOOCs and their role in providing accessible, high-quality education to diverse populations worldwide.

In conclusion, this session will illuminate the potential for MOOCs to transform higher education, offering innovative solutions to the challenges of accessibility, affordability, and quality in a rapidly changing world.