Internet Learning Volume 4, Number 2, Fall 2015 | Page 64

The Tangible and Intangible Benefits of Offering Massive Open Online Courses: Faculty Perspectives
Academic Concerns
The lack of support from institutional
leaders may be attributed to the same
concerns faculty have with accreditation
issues. Participants expressed that MOOCs
may be better suited for professional
development and not courses that require
students to receive course credit or must
meet the requirements for institutions to
maintain their accreditation status. One
participant summed up the concerns of
the major challenges by stating “almost
everything – accreditation, acceptance
by disciplines, assessment, institutional
support, [and] instructional support”.
Lastly when discussing the
challenges, participants expressed concerns
related to the student who may enroll in
MOOCs. Participants frequently mentioned
the high dropout rates and most often the
low completion rates. The concerns over
students are repeated findings discussed
on the benefits and are also found in the
responses to the question about the reasons
for low completion rates.
Reasons for Low Completion Rates
Overwhelming participants considered
the reason for the low
completion rates in MOOCs as
the lack of motivation, accountability,
dedication, and self-discipline of students.
A student’s lack of motivation to complete
MOOCs, as one participant stated, “…may
be explained by the fact that people receive
no tangible consequences (i.e., rewards,
punishment, etc.) for dropping out of a
MOOC”. Thus, one participant drew the
conclusion that the lack of motivation may
be linked to accountability as some students
know when [they] walk away there is little
accountability to finish, saying “the student
is anonymous in a MOOC. Those who have
a greater likelihood to start and complete
a fitness class do so when they have to be
accountable to someone. If you can drop
out and no one knows; well no shame
in that. There is peer pressure in a class
not in a MOOC”. Some participants also
discussed the perceived lack of dedication
and self-discipline students possess to
complete these time intensive courses.
However, one participant noted, “I don't
see the completion rate as a problem for
MOOCs...students sign up on a whim and
change their mind before the class starts, the
course sounds interesting but after the first
few minutes/days, they find it boring or too
difficult or sloppily designed or they don't
"connect" with someone via the class and
are less motivated to come back, etc. There
are things an instructor/institution can do
to retain some of those students, but unless
the low retention rate leads to excess costs, I
can't see how it matters”.
No matter whether or not the low
completion rates are due to individual
student characteristics, some participants
felt MOOCs themselves are the reason.
Participants noted that the overall
structure of MOOCs may contribute to low
completion rates. The MOOC being offered
could have a large class size, boring format,
and no real educational value. The course
may also be too demanding or difficult, time
consuming, or lack the personal attention
a student desires from the instructor. One
participant noted “I think completion rates
of MOOCs will remain low because many
of the courses are difficult and don't count
toward a degree”. By examining faculty
perspectives on MOOCs, the findings
revealed the need to involve faculty in the
design, delivery of, and decisions to offer
MOOCs. In doing so, institutions may be
able to increase the benefits for all, remove
some of the challenges, and increase
completion rates.
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