Internet Learning Volume 4, Number 2, Fall 2015 | Page 63

Internet Learning
was used in the survey to ascertain whether
participants were aware of MOOCs, this
participant stated,
You have a flaw in your survey. In the
introduction, you discuss MOOCs
under the assumption that the
people you desire to respond to this
survey will understand the meaning.
Unfortunately, at [university], we do
not use this term; therefore, we do not
understand the meaning (definition)
of the term. You need to ensure you
provide all appropriate information to
ensure respondent understanding…
do not assume they will know. In
summary, if institutions, instructors
or students are unaware of MOOCs;
they will never be able to fully obtain
the benefits which come from offering
MOOCs.
The Challenges of Offering MOOCs
When asked specifically about the
challenges of offering MOOCs at their
institutions, participants discussed the
issues or concerns pertaining to faculty,
institutional leadership and resources,
academics, and students. This section of
the findings will focus on the perceived
challenges of offering MOOCs.
Faculty Issues and Concerns
Participants expressed concerns
with faculty’s acceptance of, skill in
developing, and time management of
MOOCs. Participants also discussed the
class size and teaching load associated
with facilitating MOOCs. However, the
majority of participants discussed the loss
of traditional class face-to-face interaction
as their biggest concern. One participant
expressed the following, “the real-life
interaction between instructor and student
and the relationships/networks built in
traditional face-to-face classrooms provide
educational benefits and life-skills that
cannot be obtained in an online classroom”.
While, other participants expressed
the concern that colleagues may be unwilling
to learn or mistrust new technology. The
unwillingness to learn or the mistrust of
this “new” technology, as one participant
stated is “the challenge [of] determining the
content that can be delivered successfully…”
or may be related the time management
required to successfully teach a MOOCs
course. One participant stated MOOCs are
time-consuming and faculty are not trained
to be web designers. Finally, participants
discussed concerns about many faculty “are
simply overloaded and will not have time
to dedicate to a MOOC.” or with the large
number of students who may enroll in these
courses.
Lack of Resources and Institutional
Leadership Support
Participants are also concerned
with the perceived lack or limited number
of resources available to offer MOOCs
in the forms of technology, IT support,
and the possible lack of funding due to
the high cost of MOOCs. The perceived
limitation of technology at their institutions
was also discussed in relation to the lack
of institutional leadership support. A
participant noted the “leadership of all
levels seems stuck in the past regarding
teaching and learning with technology”.
However the lack of leadership support
for one participant was not the issue, the
participant stated “the Provost is pushing
for more online education, but the quality
is poor and the interest from faculty is very
low”.
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