Established universities and colleges are being challenged by what commentators term disruptive innovations. Among the most important are MOOCs. How should established universities and colleges respond? There are several options.
The first is to do nothing. This is not an uncommon response. Institutions establish committees to study the challenges and prepare reports. Sometimes recommendations are made. Often they are not implemented, or only a few minor changes are made. Sometimes it is decided to do a bit more. A press release may be issued saying that important things are going to be done. An initiative may even be launched, but the heart of the institution and its leadership are not in the initiative and in a year or two it quietly disappears and the press release is forgotten. Perhaps the challenges will turn out not to be so significant after all; perhaps the publicity given them is mostly hype. In these cases inactivity may be best.
But if a university or college should be convinced that the challenges are real and that they require a response, what are its options for response. There are three. The first is for the institution to build its own online courses. The second is for it to give credit for MOOCs. The third is to acquire professionally built online courses.
The three pro-active responses for an institution to the challenge of MOOCs are:
A. BUILD ONLINE COURSES
B. GIVE CREDIT FOR MOOCS
C. ACQUIRE PROFESSIONALLY-BUILT ONLINE COURSES
In our next several posts we will examine each of these three options in turn.
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