MOOCs: Student Motivation, Perspectives and Government Incentives

Analysis of the sketchy available data reveals two myths about MOOCs: First, MOOCs are subsidized, not free. Second, MOOCs have high completion rates for those who seek credit.

To better understand MOOCs, discussions are emerging with classification schemes that provide perspectives of students with different motivations, needs and methods of learning. These schemes can be used to further refine “completion” rates, and to understand subsidies. Though there is limited data available, the several examples can be used to develop a better, but far from complete, understanding of MOOCs in higher education.

Colleges and universities need to know the full costs of offering “free” courses, even when provided by a commercial firm to students at no cost. The definition of “completion” becomes critical to public funding policies for students and colleges and universities

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Jim Farmer is an engineering economist at instructional media + magic inc. His interests include educational technology, academic research, and information standards. He also writes for Intellectual Property Magazine. For more information, see his profile page.
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2 Responses to MOOCs: Student Motivation, Perspectives and Government Incentives

  1. mgozaydin says:

    Nothing is free.MOOcs are no exception.
    A MOOCs
    1.- Must provide degrees to live
    2.- Must be provided by the best schools of the world
    3.- Do not need massive numbers. 1,000 – 2,000 students for 10 semester is enough to be efficient.
    4.- Fee must be $ 10 to $ 100 depending upon enrollment numbers.
    5.- Must be provided by brick and mortar schools who has been living for 300 years or 150 years .
    6.- For a degree program courses can be taken from several colleges .
    7.- Exams must be very strict
    8.- Providing school must be non profit .

  2. Jim, I don’t know of anyone claiming high completion rates, percentage wise, for xMOOCs

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