Jonathan Rees writes in his article The MOOC Racket that it is difficult to teach effectively a course of 1,000’s of people simultaneously. This thought has been repeated with several articles I have read. He also proposed the argument that MOOC courses just pass on information through video instruction, digital documents, and student discussions which to him is not “education.” (Jonathan Rees, 2013) Teachers not only know that students need more than just information, pictures, and lecture but students need guided discussion that creates deep thought. Furthermore, reflecting on their experiences while participating in active learning. Then that knowledge, hopefully becoming wisdom, can be used to make sense of the world. Rees thinks that students need guidance from their teacher on what to do with that learned information and how to apply it to some useful benefit.
Duke University had a MOOC with almost 13,000 students signed up for the course. 346 out of the nearly13,000 original registrants took the final exam in that same course. This calculates to approximately a 2.7% success rate. (Dana Captropa, Feb. 24, 2013) Other MOOCs have given…show more content… And within higher learning dynamics the professor can share important “real life” knowledge and experience involving successful decisions and poor decisions made which can help guide students. That kind of knowledge is what gets transferred to learners that want to grow and develop into a professional. Other questions from doubters of MOOCs might sound like this. Will a computer lecture remind a student when he/she is headed towards violating school policies? Is good learning document and videos best at instructing a person how to write? How is writing assessed? Some will always be against what can be considered
