=Paper=
{{Paper
|id=Vol-1841/P07_111
|storemode=property
|title=MOOCs: Introducing Flexibility in Academia
|pdfUrl=https://ceur-ws.org/Vol-1841/P07_111.pdf
|volume=Vol-1841
|authors=Ulrike Wild,Michèle Gimbrère
|dblpUrl=https://dblp.org/rec/conf/emoocs/WildG17
}}
==MOOCs: Introducing Flexibility in Academia==
https://ceur-ws.org/Vol-1841/P07_111.pdf
Proceedings of EMOOCs 2017:
Work in Progress Papers of the Experience and Research Tracks and Position Papers of the Policy Track
MOOCs: Introducing Flexibility in Academia
Ulrike Wild1 and Michèle Gimbrère2
1
Programme director Open and Online Education, Wageningen University and Research,
2
Policy advisor Open and Online Education, Wageningen University and Research,
Droevendaalsesteeg 4, 6708 PB Wageningen, The Netherlands
ulrike.wild@wur.nl, michele.gimbrere@wur.nl
Abstract. The number of high level MOOCs produced by top universities can
contribute to an increasing flexibility in academia but we seem somewhat hesitant
in offering them to our students. When Wageningen university decided to inte-
grate its own MOOCs in the electives for the campus students, we discovered
that most obstacles were caused by academic beliefs and systems, anchored in
our face to face education. Our policy to treat the MOOCs as a normal course
with the parameters of the study guide and by organizing an on campus exami-
nation, most problems were solved. For the next step, the exchange of MOOCs
between HEI’s, we predict that our administrative and quality assurance systems
will be the limiting factor to exploit the scalability of the MOOCs.
Keywords: MOOCs, campus education, policy, credits, elective
1 Introduction
Wageningen University&Research is investing heavily in online and open education.
Our main goal for these investments is twofold: reaching out to new target groups and
realizing more flexibility for our cam-pus/degree students. In our strategic plan we de-
scribed that we want the university to develop into an educational ecosystem where:
• we will use online components and courses both on- and off-campus and for various
target groups,
• we will facilitate learners to transfer between the various ways we offer education:
open courses and MOOCs, professional courses, online distance (degree) education
and on campus degree programmes.
Coming from a traditional campus university we are rapidly transforming into a
more differentiated provider: end 2017 we will have 20 MOOCs of an academic level
on edX, stand alone and bundled in two Xseries and one MicroMaster, 3 online MSc
programmes and several online professional courses. However, increasing the flexibil-
ity for learners in academia meets many obstacles: in systems, in mind-sets, in funding
etc.
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Work in Progress Papers of the Experience and Research Tracks and Position Papers of the Policy Track
One of the ways to increase the flexibility in our education is making it possible to
get credits for MOOCs. The university puts a lot of effort in the production of our
MOOCs, all our MOOCs should be on an academic level, they are designed by our
world famous experts - why not offering them to our own students? And there were
more and more students following our MOOCs and asking if and how they could inte-
grate them into their programme as electives and get credits for them. We decided to
start a project “MOOCs4Credit” with a twofold aim: making it possible for our own
students to follow our own Wageningen UR MOOCs and get credits for it, and thinking
further, exploring the possibilities to exchange MOOCs with national and international
partners. In this paper we describe how we dealt with the challenge of introducing cred-
its for our own MOOCs.
Note: we are not speaking about using the MOOCs in a blended course, we talk
about using MOOCs as such: running in certain periods or self-paced, with moderation
but with no extra effort from teachers nor special assignments for campus students.
2 Problem Description and Challenges
The introduction of MOOCs4 Credits confronted us with several challenges: some of
them have to do with quality aspects, some with administrative issues. Many obstacles
however seem to be related to our belief system “how things are done and how they
should be in academia”. Often we built these beliefs in our rules and regulations.
The issues we met will probably sound familiar for other HEI’s as well:
Quality aspects
• Examinations: MOOCs on the big platforms do not include a fraud-proof exam. A
fraud-proof as-sessment is a condition for awarding credits.
• The value of the MOOC: suspicions/hesitations that MOOCs would lower the aca-
demic quality since they are meant for a broader public. Therefore their level would
not fit our degree programmes.
• Contact hours: to which extent do rules and regulations allow to organize a course
with no contact hours on-campus.
• Students expectations: doubts if students will accept online self-study courses. They
probably prefer tutoring and face to face contact with lecturers and peers.
Administrative aspects
• Student registration: students register for a MOOC on a platform outside the univer-
sity, but in order to be able to give credits we need to keep track of them in our
system.
• Academic schedules: we have an academic schedule divided into periods, all our
courses need to run in one of these periods. Consequently, our system does not ac-
cept courses that are not fixed in a period.
• The size of a MOOC: all Wageningen courses are 6 credits or a multiple of 3 credits;
MOOCs are often smaller. So following a MOOC and getting credits will not always
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Work in Progress Papers of the Experience and Research Tracks and Position Papers of the Policy Track
add up neatly to the 120 or 180 credits of our degree programs. Other HEI’s seem to
have similar systems.
• Internal funding: our funding system does not apply to a course which is very ex-
pensive to make, and then scalable (easy to deliver to almost infinite number of stu-
dents). We for instance fund our courses related to the teaching methods and number
of students who take the course.
3 Applied Policies and Results
3.1 MOOCs as a ‘Normal’ Course in the Study Handbook
All students in Wageningen have a portion in their individual study programme which
can be filled by courses of their own choice (electives). The Examining Board has to
agree on the chosen package. All our own possible courses for degree students are listed
in our study handbook/course guide. In the study handbook all courses are described
with characteristics like amount of credits, content, learning outcomes, teaching meth-
ods/activities, examination form and date, level, presumed knowledge, period of the
academic year, etc. In order to make the MOOCs an integral part of our study handbook
we had to describe them along these parameters. These parameters are also needed to
guarantee the quality of the course. By fitting the MOOCs into these parameters we
actually could tackle all perceived or real quality problems, as well as the administrative
issues.
Our choice to treat MOOCs as much as possible as normal courses and incorporate
them in the course-guide, resulted in the following:
• Examinations: In order to provide a fraud-proof exam we decided we could organize
locally proc-tored exams on campus for our students twice a year. That way there
would be a trusted form of assessment. The examination date shows in the study
guide.
• Academic level and value of the MOOC: First: in principle we produce only MOOCs
on an academic level. The responsibility of our lecturers for the level and quality of
the course is no different whether it is an on campus-course or a MOOC. Our trust
in their judgement should therefore be the same. Second, it is up to the Examining
Board to approve in each individual case the choice of the MOOC as an elective.
Two parameters are important: is it a course broadening your expertise (then an in-
troductory course can still be an option even for MSc-student) or is it deepening in
the area of expertise of the programme (then a corresponding level is important).
Third, we evaluate all courses with students’ evaluations, including the MOOCs, to
check the quality and level.
• Size: At Wageningen we have a regulation in our education framework that courses
in the degree programmes are 6 or a multiple of 3 credits, because it facilitates the
scheduling of courses (every period holds 6 or 12 credits). But for courses that do
not need scheduling, like individual assignments or capita selecta, there is no such
rule. So it proved no problem to deviate for MOOCs from the standard of 6 credits.
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Proceedings of EMOOCs 2017:
Work in Progress Papers of the Experience and Research Tracks and Position Papers of the Policy Track
The lecturer who is responsible for the course decides on the number of credits for
the MOOC. The student can decide if the amount of credits fits into his/her program,
and if he wants to let the amount of credits play a role in this decision.
• Contact Hours: it turned out that we did not have any regulations on contact hours
except for the first year of the bachelor’s programme. The course guide does not
force us to list contact hours. So we decided we could simply go ahead without a
remark on contact hours. The teaching method we used for the MOOCs was “inde-
pendent study”, which was already in place for other courses too.
• Registration of students: We decided that students can follow the MOOC on edX
without any registration upfront in our system. Students have to look at edX when
the MOOC runs and they must register themselves there (we provide a manual). We
take care that every MOOC is sufficiently open to follow. Students will have to reg-
ister for the examination in our registration system. That way we simply got around
the problem of the academic period. Not the MOOC but the exam is listed in an
academic period.
This way of registering has two disadvantages: we do not know how many of our
students try to follow a MOOC and we do not know until short before the examina-
tion how many students are interested in the exam. For the future, we set as one of
the requirements of our administrative system so that courses that all sorts of time
schedules and self-paced courses can be listed and students can enrol from there.
• Funding: we decided to fund only the design and the correction of the exam. That is
also the only extra task we ask from lecturers who have designed and run a MOOC.
3.2 Student Expectations
Of course we wanted to see how students react to the option of a MOOC. In Spring
2016, we conducted a first pilot with MOOCs4Credits. Students could register their
interest in a MOOC as an elective and receive credits after passing a scheduled, on-
campus examination. In this case we asked them to register by the teacher as well, in
order to see how many students enrolled, started the course, finished it and finally took
the exam. Sixty-six students originally decided to enrol in this MOOC, twenty-nine of
these students registered for the examination, though only eighteen students actually
showed up. However, of these eighteen students, fifteen passed (83%). Afterwards, we
used a survey (n=28) and held interviews (n=3) to find out how students experienced
taking this course and how they feel about online courses in general.
The reasons why students chose to enrol in this SPOC varied from being highly in-
terested in the topic (which isn’t explored in this way on-campus) to just needing a few
credits to round off their programme. Many students (86%) indicate they would be in-
terested in taking another online course for credits – amongst them also students who
did not finish this course.
Students say that they particularly liked the flexibility of the course, but at the same
time they also reported it as the most difficult thing about being an online student. Some
students couldn’t handle the flexibility and dropped out of the course – mentioning that
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Work in Progress Papers of the Experience and Research Tracks and Position Papers of the Policy Track
having campus meetings would probably have helped them to finish. Others found the
flexibility to be a relief - for them it was the only reason they could even take this
course, for instance because they lived too far away to be able to get to campus whilst
also juggling a job or because they only had two weeks available in which to study.
Some students developed strategies to keep themselves on track while following the
SPOC, like going to the library at set times to study. For others, the fact that they really
needed the credit was enough to keep them motivated.
3.3 Conclusion
We found that we had barely any quality problem when we treated MOOCs as a normal
course and added them to our course guide as an elective. We trust, as we do with on-
campus courses, the lecturer to define level and size of the MOOC and we let the Ex-
amining Board approve the use of the MOOC as an elective. The only thing we added
to the MOOC is an on-campus examination. By funding the examination, the lecturers
did not object to this extra burden. The administrative system and the underlying beliefs
are often the real problem. That will be different in every HEI.
The unscheduled and flexible way to take a MOOC as an elective might not be suit-
able for all students, but it suits the interests and motivation of many. They seem to
need some skills to organize themselves. As long as it is the students’ own choice to
take the course we do not have to bother. However, when a course as such will be part
of the obligatory programme, we need to find out what minimal support is needed for
the students who do not have these self-organizing skills.
4 Recommendations
We would like to emphasize that this is not the only way to integrate MOOCs in campus
education. One can also make blended courses based on MOOCs, make a special cohort
of the students and provide them with extra assignments, teaching or materials, or or-
ganize the MOOC as a SPOC: an online course only for your students. This paper is
only proving that MOOCs can be integrated without major difficulties and that some of
the assumptions we make do not hold if we think them through.
A logical next step for us is making it possible to follow MOOCs and other online
courses for credits from other HEI’s. Currently we discuss with a group of European
institutions the possibilities to establish a European Virtual Exchange programme.
For this programme and others that might follow, we expect some new challenges:
• The offer of MOOCs that can be used as an elective should be communicated to
students of all institutes and the description of the MOOCs should have a similar
format;
• Examination: the idea is that students can take the exam at their own university while
following an online course from another university. This is possible with a limited
number of partners and limited participating students. When these numbers multiply,
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Proceedings of EMOOCs 2017:
Work in Progress Papers of the Experience and Research Tracks and Position Papers of the Policy Track
online proctored exams can be an easier solution. But there are still many hesitations
about online proctored exams (apart from the costs). Note that Wageningen already
uses online proctored exams in their degree programs
• The administration of this exchange is more complicated than that of our own
MOOCs: how will students be registered, how will we issue the transcript of records.
Maybe the current system of guest students will help us in solving these problems of
the virtual guest student.
• Funding: at this very moment we can only agree in consortia to open our online
courses, because there will be no money exchange. (Money exchange is not allowed
in the Dutch system, we cannot charge students extra on top their regular tuition fee).
So reciprocity is at the very core of the ex-change system and that may limit the
possibilities.
The solutions we tend to choose (administrative solutions, examinations in the home
institute, reciprocity, a small number of trusted partners) seem to deny one of the most
evident characteristics of the MOOCs: their scalability.
References
1. http://www.wur.nl/en/Education-Programmes/Online-Education/MOOC/Credits-for-
MOOCs.htm
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