MOOCs and the Autonomous Learner
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MOOCs and the Autonomous Learner

As the online learning market adapts and grows to meet the needs of autonomous learners, increasing numbers of non-traditional providers will likely begin to offer courses and credentialing.

I sometimes wonder if massive open online courses (MOOCs) are a sustainable business model. I wonder whether colleges and universities may soon come to question the wisdom of providing their courses for free (not unlike the way newspapers rethought their decision to give away their content for free). But while I might wonder about the supply of such free courses in the future, I have little doubt the growing legion of “autonomous learners” will assure a steady demand for MOOCs. MOOCs are a critical part of the emerging model of autonomous learning, where learners choose the courses that best fit a learning profile established by the learner. Autonomous learners work through courses at their own pace and at a price they can afford.

An autonomous learner is an autodidact, learning in a more formal, structured setting. To develop a sense of what an “autonomous learner” looks like, consider this diagram explaining Mozilla’s Open Badges platform, which provides autonomous learners an organizational structure to manage their autonomous learning online.

The autonomous learner is not confined to one institution, meaning he or she can learn from any number of institutions and providers. The learner does not belong to a cohort of fellow classmates and is also untethered from the traditional course. In this model of autonomous learning, a “course” now includes not only a traditional 15-week, 40 hours-in-a-seat class but also prior learning assessments, self-paced online courses, training that occurs on the job, autodidactic reading in a library, artistic and cultural production in one’s studio and so on. It is within this context that MOOCs are becoming an important part of the autonomous learner’s portfolio.

The credit-bearing course is increasingly being untethered from the university. One implication is that MOOCs will come not only from traditional higher education institutions, but also from new providers. The Economist, for example, has started to offer courses. These courses are not free, but they give reasons to believe more education providers will be entering this market. Imagine online courses from McKinsey and Apple, or MOOCs from art museums and science centers. These and other non-traditional higher education providers will very likely join in the business of providing courses for autonomous learners.

Autonomous learning is different from autodidacticism in that an institution provides some structure and verification of learning, and facilitates self-paced and self-directed learning. I can envision an innovative and entrepreneurial university that follows Mozilla’s lead, defining their core mission as serving as a “platform” for autonomous learners. These universities will offer their own self-paced courses, but will also validate knowledge students have learned from any number of sources, including MOOCs from other institutions.

I predict the number of autonomous learners will grow such that they will become an important segment of the market for higher education, and the greater availability of MOOCs will fuel this growth.

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4 Responses to MOOCs and the Autonomous Learner

  1. Natalie MIller Reply

    2013/05/22 at 8:57 am

    I’m curious to know how institutions would begin developing the assessment tools needed to award credentials for non-traditional learning. Are universities and colleges the best suited for this type of work, which requires that they have expertise in a wide range of areas that they can assess? Or is there a need for another body, like Mozilla’s Open Badges or perhaps a state-supported board, to do the credentialing? Lots of food for thought.

  2. Jessica Prince Reply

    2013/05/22 at 9:02 am

    This is an interesting discussion on the next phase of MOOC development. I had not heard The Economist was entering the MOOC business, but it does seem like the next logical step, for institutions or organizations with expertise to then share it with a worldwide audience. Perhaps, even further ahead, we will see MOOCs become simply a platform where organizations or individuals create and share content with interested learners — an educational YouTube, if you will.

  3. Ewan Philipps Reply

    2013/05/22 at 3:57 pm

    Like Staley, I can envision some institutions becoming “platforms” for autonomous learners. These specialized institutions would operate alongside traditional institutions, which still have an important function, in a collaborative rather than competitive fashion.

  4. Muvaffak GOZAYDIN Reply

    2013/05/26 at 4:27 pm

    Today problem is 18-22 years olds.
    They cannot go to college.
    Colleges are expensive and no quality.
    MOOCs are the biggest chance.
    MOOCs providers must provide also degrees.
    Courses must be the same as on campus courses . Not gimmicky courses of today.
    Course must be charged something less than $ 100 per course.
    It is good for providers also good for students .
    It is the God’s gift to us that elite universities started to develop and deliver onlines .
    Once they did, they will award degrees too .

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