Hake on MOORFAPs: Massive Open Online Repetitions of FAiled Pedagogy
I enjoy Richard Hake’s posts. He has done excellent empirical educational research, so he knows what he’s talking about. His posts are filled with links to all kinds of great research and other sources.
This post does a nice job of making an argument similar to mine — MOOCs don’t utilize what we know works best in teaching. Hake goes on to point out, “And they’re not measuring learning, either!”
1. “The online and blended education world, really the higher ed world where most of us spend our days, fails to make any appearance.”
2. “If in fact the real story is the rise of blended and online learning, then [that story] will go completely untold if MOOCs are the sole focus.”
In my opinion, two other problems are that “Laptop U”:
3. Fails to emphasize the fact that MOOCs, like most Higher Ed institutions, concentrate on DELIVERY OF INSTRUCTION rather than STUDENT LEARNING to the detriment of their effectiveness – – see “From Teaching to Learning: A New Paradigm for Undergraduate Education” [Barr and Tagg (1995)] at <http://bit.ly/8XGJPc>.
4. Ignores the failure of MOOC providers to gauge the effectiveness of their courses by pre-to-postcourse measurement of student learning gains utilizing “Concept Inventories” <http://bit.ly/dARkDY>. As I pointed out “Is Higher Education Running AMOOC?” [Hake (2013) at <http://yhoo.it/12nPMZB>, such assessment would probably demonstrate that MOOCs are actually MOORFAPs (Massive Open Online Repetitions of FAiled Pedagogy). There would then be some incentive to transform MOOCs into MOOLOs (Massive Open Online Learning Opportunities).