Saturday, May 12, 2012
Contemplating the Megaclass
Melissa Venable / May 8 2012
As reported by Marc Parry in The Chronicle of Higher Education, the Virginia Tech megaclass is making use of Skype, Ustream, game-like assessments, social media platforms, a Twitter hashtag, instant messaging, and polling systems to connect instructor, students and content. When I first heard about this I was curious to find out more about how the use of technology assists the delivery of these very large courses, especially when offered online.
MOOCs and More
Finding evidence of large online courses is not difficult, and in fact, Massive Open Online Courses (a.k.a. MOOCs) are gaining popularity. Often formal in terms of structure and content these courses are facilitated by industry leaders and open to anyone who is interested in learning. [snip].
Last week edX was announced – a new project from Harvard University and Massachusetts Institute of Technology that will expand on the concept of the MOOC, building on the open course materials, delivery platforms, and online learning expertise already established though the universities' existing initiatives. Among the goals of the joint project are creating courses with a global reach and "provid[ing] a treasure trove of data on how students learn and how to teach them most effectively." [snip].
Instructors and Infrastructure
Regardless of the technologies available, including recent news about essay grading robots, an instructor is critical to the success of a megaclass. If you read the more than 150 comments posted to the Chronicle article online, you will see that many of them are Boyer's current and former students. The instructor's engaging manner and subject matter expertise are lauded; along with a university culture that embraces this kind of experimentation and departure from the norm. [snip].
Benefits and Challenges Ahead
There is a draw to expanding online courses, which are not limited by the number of actual seats in a physical classroom. Increasing the numbers of online courses and/or class sizes are ways for programs and institutions to deal with shrinking budgets. But the successful megaclass it seems is not just a bigger version of a traditional-sized course. It involves a great deal of additional support and a willingness to try new approaches to communication, interaction, and assessment. [snip].
Students in large courses, face-to-face and online, may experience similar challenges and the need to develop strong learning skills and characteristics, such as time management, persistence, initiative, and a high comfort level with technology and an online presence. [snip].
The potential of these courses is uncertain and we are just beginning to find out what works and what doesn’t in the context of various technologies, academic disciplines, and learning objectives. What do you think? Let us know about your experiences in courses with large class sizes. Would you be willing to enroll in or teach a megaclass?
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