Can MOOCs lead to graduate school?

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Discussion Overview

The discussion revolves around the potential for MOOCs (Massive Open Online Courses) to facilitate admission into graduate schools. Participants explore various scenarios, such as the qualifications of applicants with different educational backgrounds and the role of MOOCs in supplementing traditional education.

Discussion Character

  • Debate/contested
  • Exploratory
  • Conceptual clarification

Main Points Raised

  • Some participants assert that MOOCs alone cannot substitute for a traditional undergraduate degree when applying to graduate school.
  • Others suggest that MOOCs may supplement a candidate's application, particularly if they have a relevant undergraduate degree and are seeking to expand their knowledge in a different field.
  • Concerns are raised about the lack of certification and peer ranking in MOOCs, which may affect their perceived rigor by admissions committees.
  • Some participants highlight the importance of research experience, which is typically difficult to obtain outside of a formal educational environment.
  • Questions are posed regarding how MOOCs and their certifications compare to traditional courses, particularly in terms of rigor and assessment.
  • There is discussion about the GRE as a potential equalizer in admissions, though some argue it cannot fully replace the comprehensive evaluation of a candidate's academic history.
  • Participants express uncertainty about the future role of MOOCs in graduate admissions, suggesting that current perceptions may evolve.

Areas of Agreement / Disagreement

Participants generally agree that MOOCs cannot replace a traditional degree for graduate school admission, but there is disagreement on how they might supplement an application. The discussion remains unresolved regarding the specific conditions under which MOOCs could be beneficial.

Contextual Notes

Limitations include the lack of consensus on the rigor of MOOCs compared to traditional courses, the variability in how different graduate programs assess applicants, and the challenges in obtaining reference letters based on MOOC participation.

  • #31
WannabeFeynman said:
But not all universities/colleges have courses which are Harvard-level.
As in everyone gets a B+ or better.

Sorry couldn't resist.
 
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  • #32
jesse73 said:
You don't want to argue this point in regards to MOOCs since there are a lot of known issues with cheating in MOOCs.

MOOCs relatively soon won't have any problems with grades or cheating because assessment and credentials will be done separately from the teaching. Courses designed and administered for those who wish to learn, with no regard to cheating prevention, will be so much better.

People who take the classes will be those who wish to learn. Wow, what a thought. People who wish grades and degrees will deal with assessment and credentialing entities that don't teach anything. Chances are that their assessments will be tailored to industries and organizations who care.

Cheaters will have to target those entities, which can ratchet up the requirements for identity and proof of achievement in parallel with the importance of the credential they are handing out.
 
  • #33
I am confused by your comment. It seems like your comment defines MOOC's as the uncredentialed version which won't have problems with cheating because people are only there to learn. In this case MOOC's won't count towards anything still. It is also a shaky and idealistic assumption that people won't cheat because they are there solely to learn since cheating has been a problem in MOOC's before they even started giving certificates of completion.
 
  • #34
jesse73 said:
I am confused by your comment. It seems like your comment defines MOOC's as the uncredentialed version which won't have problems with cheating because people are only there to learn. In this case MOOC's won't count towards anything still.

No, I'm saying that learning and assessment are heading towards being decoupled. MOOCs are for learning. Assessment and credentialing will happen elsewhere. It's not that way yet, but the whole thing is very new and changing rapidly.

It is also a shaky and idealistic assumption that people won't cheat because they are there solely to learn since cheating has been a problem in MOOC's before they even started giving certificates of completion.

Cheating will still happen, but it will be in the assessment and credentialing process. Teachers and students will no longer have to worry about it. This will make life much less stupid. You can't cheat at learning because the only meaningful part is internal to you.

But it's quite true that I'm just speculating here. The world is changing, but exactly how it will end up is a mystery.
 

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