Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility

Abstract

MOOCs (Massive Open Online Courses) are the educational buzzword of 2012. Media frenzy surrounds them and commercial interests have moved in. Sober analysis is overwhelmed by apocalyptic predictions that ignore the history of earlier educational technology fads. The paper describes the short history of MOOCs and sets them in the wider context of the evolution of educational technology and open/distance learning. While the hype about MOOCs presaging a revolution in higher education has focussed on their scale, the real revolution is that universities with scarcity at the heart of their business models are embracing openness. We explore the paradoxes that permeate the MOOCs movement and explode some myths enlisted in its support. The competition inherent in the gadarene rush to offer MOOCs will create a sea change by obliging participating institutions to revisit their missions and focus on teaching quality and students as never before. It could also create a welcome deflationary trend in the costs of higher education.