Integrating Massive Open Online Courses (MOOCs)
at Howard University
Prepared for
Dr. Wayne Frederick
Interim President
Howard University
Washington, D.C. 20059
Prepared by
Jillian Hamilton
Howard University
Washington, D.C. 20009
November 25, 2013
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2601 16th Street NW
Washington, D.C. 20009
November 25, 2013
Dr. Wayne Frederick
Interim President
Howard University
2400 6th Street NW
Washington, D.C. 20059
Dear Dr. Frederick,
Enclosed is a report detailing whether Massive Open Online Courses (MOOCs) could be
advantageous for Howard University. I believe that MOOCs would be something that would
benefit the community. MOOCs can:
 Give students everywhere access to a world class education
 Change the way students in traditional classrooms are learning
 Utilize technology that students already enjoy using
Because there are many ways that colleges and universities can adopt MOOCs, Howard
University should continue to research the new initiative to find the best fit for the university.
The implementation of MOOCs would help to propel Howard University into the prestigious
MOOC offering community, including colleges such as Stanford and MIT.
The information in this report came largely from online database articles.
Thank you for accepting this report. I appreciated the opportunity to investigate the ways that
Howard University can be involved in changing the face of education. I hope that this research
will start a conversation at Howard University about the need to remain technologically current.
I will be happy to respond to any questions or comments about this report. I can be contacted
anytime at jillianhamilton1@aol.com.
Sincerely,
Jillian Hamilton
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Table of Contents
Letter of Transmittal…………………………………………………………………….. i
Introduction……………………………………………………………………………....1-2
Background…..……………………………………………………………………….1-2
Disadvantages…………………………………………………………………………….2-4
Students………………………………………………………………………………..2-3
Faculty…………….……………………………………………………………………3
Campus Life…………………………………………………………………………….3
Administration………………………………………………………………………….3-4
Advantages……………………………………………………………………………….4-8
Students………………………………………………………………………………..4-5
Faculty and Students……………………………………………………………………6
Campus Life……………………………………………………………………………6-7
Administration………………………………………………………………………….7-8
Conclusion………………………………………………………………………………..8-10
Recommendations ……..……………………………………………………………..8-10
References………………………………………………………………………………..11
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Introduction
Massive Open Online Courses (MOOCs) are revolutionizing the face of education. The
doors of the college classroom are opening wider than ever before. With most people becoming
increasingly dependent on technology, there is an increased demand for education to use more
interactive technology. MOOCs are free courses that are available to anyone with internet access.
They feature the same information that is being taught at many prestigious colleges and
universities, often in the form of an interactive video. Star Tribune reporter Jenna Ross notes,
“It’s now possible to study computer science at Harvard and mechanical engineering at Stanford
from your laptop in Minneapolis” (as cited in Should college, 2012). MOOCs can expand
exceptional education opportunities to nearly everyone. MOOCs have the ability to update and
improve upon how the Howard University community learns. Even further, MOOCs can allow
thousands of people access to a great Howard education.
Renowned universities such as Duke, Stanford, and MIT have begun to use MOOCs. In
order to remain abreast of current trends and technologies, Howard University needs to consider
joining other trailblazing universities by offering MOOCs. We, as a university, need to remain
current. We cannot continue to fall behind other schools in terms of technology. Howard students
deserve a university that strives to bring them new and richer experiences.
Background
Massive open online courses have the capacity to allow hundreds of thousands of
students to enroll in courses taught by professors at prestigious colleges and universities.
Location, cost, and education level will no longer be barriers for people who want to learn. As of
now, there is no college education that can be acquired 100% by MOOCs. But, companies such
as Udacity, EdX, and Coursera are partnering with colleges and universities to offer courses on a
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variety of subject to students everywhere. MOOC critic Kenneth Green admits that “MOOC
vendors are onto something if they can use their scale to garner important data about student
activities and outcomes” (as cited in Booker, 2013). MOOCs can offer widespread information
about what teaching methods work most effectively for students. Many questions about MOOCs
still remain, and investigators are busy trying to develop a model that works. There is little
doubt, though, that MOOCs will play some part in future education.
Disadvantages
Along with its numerous advantages, the MOOC concept has some flaws. It is a relatively new
idea that is operating on a trial and error basis. This section will outline how the disadvantages
affect students, faculty, campus life, and the administration.
Students
For students registered in massive open online courses, the lack of direct teacher-student
interaction can take some adjusting. When tens of thousands of students are registered, there is
no way for each student to receive one-on-one attention. James Park, an investment advisor in
California, took a Georgia Tech computational investing MOOC course. He notes, “More hands
on help would have been appreciated, but I know that the professor’s first priority must be with
actual Georgia Tech students” (as cited in Diamond, 2012). Students taking MOOCs must be
prepared to take the initiative to answer their own questions. Another disadvantage is that
although many MOOCs are currently being offered, most are not for credit. This forces students
to be self-motivated. Data shows that only a small number of students who enroll in a MOOC
actually complete the course. Low investment can lead to lower motivation. Investigators are
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trying to develop more incentives in the hope that more students will actually complete the
courses.
Faculty
Faculty members who decide to offer MOOCs may have to spend time revamping their
lessons. New technology begs for professors to update their materials, but some seasoned
professors may find this difficult. Many students find typical lectures unengaging: “There’s a
growing sense that monologues by professors are of limited effectiveness for many of today’s
students” (Young, 2013). As MOOCs continue to develop and expand, professors are going to
have to revise and refresh their presentation styles for students hungry for change. And, it may
take time. In addition, faculty members may find it hard to monitor student’s adherence to honor
code policies.
Campus Life
The MOOC model allows people to obtain a college education without actually having to
go. Because of this, actual college life could become less and less important. Campus life is
something that many enjoy experiencing. In extreme cases, MOOCs could diminish the hustle
and bustle of the on-campus experience.
Administration
Because MOOCs are still in the early stages, questions remain unanswered. No perfect
model exists yet, and there are still questions about what happens to education on such a large
scale. Penn State associate English professor Stuart Selber wonders, “What happens in a course
when there’s potential for 50,000 students to join a conversation? And how should the MOOC
teacher treat that conversation, a conversation she can’t possibly follow closely?” (as cited in
Probing question, 2013) Colleges and universities everywhere are working together to decide
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what works and what does not. The administration at Howard University would have to join the
conversation. The administration would also have to appoint someone to lead a MOOC
investigation and eventually implementation. This would require extra resources. But, staying
abreast of the current direction of education will be priceless.
Advantages
Even after the disadvantages are taken into account, MOOCs still have numerous advantages for
students, faculty, campus life, and the administration.
Students
One significant advantage of MOOCs is the accessibility to students everywhere.
MOOCs reach out to students who want to learn regardless of their location, socio-economic
status, or previous education. Anywhere a student has access to a computer and internet
connection can turn into a classroom. Because many MOOCs are not yet convertible into college
credit, the students who enroll are learning for the sake of knowledge and not a grade. MOOCs
are a smart way for students to determine what their interests are without investing too much. An
article in Money Crashers suggests, “MOOCs are a great way for college students to narrow
potential majors without breaking the bank” (What are MOOCs, 2013). Taking and completing a
MOOC, especially if not for credit, can show others a strong work ethic and a desire for
knowledge.
Another important and attractive quality of MOOCs is that they are currently free
to students. Students can take the courses of renowned professors for next to nothing in cost.
This is why MOOCs are accessible to so many curious students. Higher education is a luxury
that many are not able to afford. An undergraduate college price tag can add up to well over
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$100,000—money that most people do not have on hand. Pennsylvania librarian Joyce Valenza
believes that MOOCs “have the potential to be equalizers” (as cited in Got MOOC, 2013).
MOOCs will serve as a vessel to spread knowledge everywhere, including lesser developed
areas. Students may still have to pay for books or a completion certificate, but these costs still
remain a fraction of the traditional education price tag. As education expenditures cross into the
outrageous, the low cost model of MOOCs becomes increasingly attractive. Another advantage
of MOOCs is that they are so easy to sign up for. Unlike traditional programs, there is no
application process. Most have few or no registration requirements. This is one of the reasons
why MOOCs are able to draw so many participants. The low hassle and low commitment model
is attractive to students. However, this is one reason why so few actually complete the courses.
Students have to become intrinsically motivated to reap the full benefits of taking a massive open
online course. MOOCs could also be a great way for students to refresh their basic knowledge in
a certain subject before attempting a more challenging college course.
Not all students learn at the same pace. The set- up of traditional college courses could
cause some slower paced students to be left behind. MOOCs can eliminate this because students
are able to move and learn at their own pace. Taking a MOOC can eliminate the anxieties and
stresses that can come with being unable to keep up in a traditional course. In addition, students
can avoid the embarrassment that can accompany taking remedial courses on campus. For
example, students who look ahead may be able to brush up on their math skills before taking a
math placement course. There are a number of ways that MOOCs can be used. Smart and
inventive students will be able to get a lot out of the courses.
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Faculty and Students
One of the most advantageous ways that MOOCs can be used is in tandem with a
traditional college course. The flipped classroom model is becoming popular with both students
and teachers. A flipped classroom uses MOOC videos to introduce material. The students watch
the videos at home, and as a result, class time is freed up for interactive activities and engaging
discussions. In classrooms, the professor can be “like a coach watching a player and correcting
flaws in technique” (Young, 2013). Vanderbilt associate professor Douglas Fisher has found this
model to be extremely effective. By flipping his classroom, Fisher’s professor ratings increased,
and he felt more satisfied. Fisher says, “It had this feeling of a kind of lab where I was working
through problems with students rather than talking abstractions to them or at them” (as cited in
Young, 2013). This model is a good way to keep students from getting bored with standard
lecture style courses. MOOCs “liberate students (and professors and institutions) from the
tyranny of a large lecture class” (Got MOOCs, 2013). When used in the flipped classroom
model, MOOCs facilitate increased professor-student interaction and use engaging technology
that many people respond to.
Campus Life
Campus life can benefit from massive open online courses. Integrating MOOCs at
Howard University can have the ability to reenergize students and professors on-campus. New
technology and ways of learning excite people. Campus morale could be boosted from a fresh
idea. I think that the community could benefit from an initiative that shows how the institution is
devoted to investing in the new direction of education. In the midst of recent campus turmoil and
confusion, the Howard community could use something that helps renew and restore the faith of
everyone.
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There are some great courses and professors at Howard University. Several of the
university’s courses are designed to empower African American/ African students. These kinds
of courses are not generally offered in such a large scale at other universities. Students who
attend Harvard or Yale may have a hard time diving into their African roots. However, Howard
University does a good job of connecting students to their diverse roots. This is something that
students in other places may enjoy having access to. Massive open online courses have the
ability to showcase the brilliant professors that Howard offers. Students all over the world could
be exposed to positive aspects about Howard. Howard should be known for its world class
academics in addition to a world class homecoming. Imagine Introduction to Afro-American
studies talks by Dr. Gregory Carr being viewed by tens of thousands of curious students. What
about the noteworthy Race and Racism course taught by psychology professor Dr. Jules Harrell?
Students everywhere could benefit from being exposed to the greatness that Howard professors
offer. Massive open online courses can become the vehicle that brings a Howard education to
interested students.
Administration
By taking part in MOOCs Howard could join elite universities such as Harvard, Yale,
Duke, and Stanford. Howard University would have input in the direction of higher education. In
addition, Howard would be in a position to trail blaze for other historically black colleges and
universities. Unfortunately, Howard’s current technology is significantly limited, and it lags too
far behind many other universities. With the implementation of some form of MOOCs, the
university could rebrand itself as a cutting edge, tech-friendly institution. In addition, when
companies such as Coursera develop a way to bring in revenue using MOOCs, Howard could
benefit. Duke provost Peter Lange says, “We’ll make money when Coursera makes money. I
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don’t think it will be too long down the road” (as cited in Lewin, 2013). This means Howard
University could expect an eventual return in its investment.
Conclusion
Recommendations
Howard University has an obligation to its students to investigate any new frontiers in education.
Howard students need to know that their institution is interested in offering them the latest
education technologies. Serious investigation into massive open online courses would
demonstrate the university’s commitment to its dedicated students. After conducting extensive
research, my recommendations for investigating the wide world of massive open online courses
follow.
1) In order to determine if MOOCs will be well suited for the Howard University
community, a MOOC a lead investigator will need to be appointed. The responsibilities
of this person will be to thoroughly research and evaluate the existing MOOC models.
The investigator will need to travel to other MOOC universities to talk with the various
administrators and students. This person will find out what has worked and what has not.
They will also poll current students to determine if students would be willing to try
something new. The investigator will report back to the committee to brainstorm the best
ways that MOOCs would benefit the university. The committee should then present their
findings to the key administration players and the Board of Trustees. That group will
decide how and when to move forward.
While the answer may not be for the university to immediately sign on to use MOOCs,
Howard leaders need to acknowledge that times are changing, and we need to be
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involved in new education trends and initiatives. Ellis Booker says, “Smart universities
will embrace and shape this trend” (Booker, 2013). Howard University has an
opportunity to become a part of a movement that has the power to change the face of
education.
2) I think that some courses at Howard could really benefit from using the flipped classroom
model. The flipped classroom model should be the first way the Howard community is
introduced to MOOCs. With MOOC videos being watched at home to introduce the
material, actual class time can be reinvented. Students will be able to apply what they
have learned at home. I think that it will be in the flipped classroom setting that real
learning will take place. Students and professors will be connected to each other in a
different way. When faculty members express interest in flipping their classrooms, the
MOOC lead investigator will work with them to begin the transition process. The
university should start by flipping a couple classrooms, and then evaluate the
effectiveness of the program.
3) The professors that are willing to implement MOOCs will need to be backed with the
upmost financial support. This will be a very important part of the implementation
process. Professors need to be connected with the appropriate support that will help
introduce them to all the new processes. Because the professors will be the ones changing
the face of education, we want them to have access to all the resources that will help
make the transition as smooth as possible. The university may want to look into ways that
will help fund the MOOC initiative. The MOOC committee might have to reach out to
various funding sources to ensure that the university can support this new education path.
Some big corporations are giving money to help support the further development of
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massive open online courses. So, there is funding available for colleges who are
interested in MOOCs.
Based on my research, it seems as if Howard University should, at the very least, investigate
the idea of incorporating massive open online courses into the academic community. Howard has
an opening to rebrand itself as a trailblazing institution, and the university could use some
positive press following recent controversies. Thank you for reading this report. I hope that you
sincerely consider investigating how Howard University can benefit from implementing massive
open online courses in some form. The university has the opportunity to help decide where the
future of education goes. It is my hope that Howard University will seize the chance to restore its
place in the high achieving academic community.
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References
Booker, E. (2013, September 23). Will MOOCs matter? Information Week. Retrieved from
http://www.informationweek.com
Diamond, L. (2012, December 27). Higher education; open online classes transform colleges.
The Atlanta Journal-Constitution. Retrieved from http://www.ajc.com/
Got MOOCs? Massive open online courses of poised to change the face of education. (2013,
April1). School Library Journal. Retrieved from http://www.slj.com/
Lewin, T. (2013, January 8). A rush to reinvent learning; students flock to web, but a model that
pays the bills remains elusive. The International Herald Tribune. Retrieved from
http://international.nytimes.com/
Probing question: are MOOCs here to stay? (2013, June 18). US Fed News. Retrieved from
http://www.fednews.com/
Should college be a remote experience? (2012, December 19). Star Tribune. Retrieved from
http://www.startribune.com/
What are massive open online courses- comparisons. (2013, November 18). Money Crashers.
Retrieved from http://www.moneycrashers.com/
Young, J. R. (2013, November 7). Will MOOCs change the way professors handle the
classroom? The Chronicle of Higher Education. Retrieved from
http://chronicle.com/section/Home/5