Massive Open Online Courses (MOOCs) allow participants to learn what they are interested in by a click of a mouse. In simplest terms, “MOOCs is a tool for democratizing higher education” (Lewin, 2012). Motivated students who lack access to higher education can take online courses for free or at a low cost and work towards a certificate rather than a degree. Courses are offered by universities who partner up with organizations. These organizations act as a platform hosting hundreds of different online courses. Some popular MOOCs platforms are Coursera and edX. MOOCs is centered on four components: personalization, community networking, accessibility, and participation. Participants can choose which courses they want to take based on their interest
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As described in the Lange’s article, humanist education is built on two major principles. Firstly, humanist aim to develop self-actualization for every student. Some may argue that this is too optimistic due to the large scale of MOOCs. However, it is possible that students are pursuing knowledge as a way to develop their potential on their own journey of self-actualization- another aim of adult education as described by Darkenwald and Merriam. Second, “student-centred teaching is founded on respect and the idea that a teacher only facilitates, not dictates, learning” (Lange, 2006, p. 100). A key idea of MOOCs is that a teacher can provide the information needed but it’s up the learner to connect and apply what they learn. Unlike humanism, behaviourism contradicts fundamental aspects of MOOCs. One component of behaviourism is the assumption that “learners will always be controlled by something or someone, rather than freely being able to determine their own path.” (Lange, 2006, p. 96). However, adult learners are adults. They have their own previous knowledge, experience, and established values and beliefs. They identify their own needs and integrate new knowledge with the old. Thus, like the postmodernist idea that teachers can be a “guide,” they shed their authority and allow learners to take charge and connect the dots in what they
As described in the Lange’s article, humanist education is built on two major principles. Firstly, humanist aim to develop self-actualization for every student. Some may argue that this is too optimistic due to the large scale of MOOCs. However, it is possible that students are pursuing knowledge as a way to develop their potential on their own journey of self-actualization- another aim of adult education as described by Darkenwald and Merriam. Second, “student-centred teaching is founded on respect and the idea that a teacher only facilitates, not dictates, learning” (Lange, 2006, p. 100). A key idea of MOOCs is that a teacher can provide the information needed but it’s up the learner to connect and apply what they learn. Unlike humanism, behaviourism contradicts fundamental aspects of MOOCs. One component of behaviourism is the assumption that “learners will always be controlled by something or someone, rather than freely being able to determine their own path.” (Lange, 2006, p. 96). However, adult learners are adults. They have their own previous knowledge, experience, and established values and beliefs. They identify their own needs and integrate new knowledge with the old. Thus, like the postmodernist idea that teachers can be a “guide,” they shed their authority and allow learners to take charge and connect the dots in what they