How MOOCs Could Reform Education Completely by Accident - The Atlantic
" ... Even so, it may not be time to write them off. An unexplained phenomenon in early MOOC data, now illuminated by another recent study (this one from Harvard and MIT), could help the courses live up to the education-reform hype after all—but with a somewhat ironic twist. Perhaps one of the overlooked values in MOOCs is not in sharing Ivy League wisdom with the masses, but in teaching educators—and, in turn, improving traditional K-12 schools. From the outset, analyses of MOOC students showed that enrollees were already overwhelmingly educated. According to various MOOC enrollment data, including that contained in the UPenn study, a majority of those registering for the free classes (between 70 and 80 percent) already had college degrees. That’s about double the rate of the U.S. population at large. And in other parts of the world—where free online college classes were envisioned as tools of social mobility—the portion of already-educated students was even more dramatic. Last year, a piece of commentary that ran in The Times cited a study showing that in countries such as Brazil, China, India, Russia, and South Africa—where just 5 percent of residents have college degrees—more than 80 percent of MOOC students had one. Although there wasn’t a lot of hard research to support it, many analysts peggedthe high percentage of already-degreed students in MOOCs to an interest in freshening up job skills. Meanwhile, some MOOC backers attributed the lack of degree-seekers in the free courses to limited broadband access among lower-income populations. Then, earlier this year, Harvard and MIT released what’s ostensibly the largest study to date of MOOCs and their participants. The joint study examined 68 courses offered by the two institutions though the edX platform, covering 1.7 million participants and more than 1.1 billion 'events'—what the study defines as each participant 'click' recorded in the edX servers. The report not only confirmed that MOOC students tend to be college-educated, but it also demonstrated that a striking percentage of those students are educators themselves. 'What jumped out for me was that ... as many as 39 percent of our learners [in MOOCs overall] are teachers,' said Isaac Chuang, one of the study’s lead researchers. In some of Harvard’s MOOCs, half the students were teachers. And in 'Leaders of Learning'—a course out of its Graduate School of Education—a whopping two-thirds of participants identified as such ..."