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TheuseofMOOCsinhighereducation.docx

Running head: Research Proposal 1

2

Does MOOC’s in higher education achieve its recognition of competency based programs to employers?

Mac Karl

University

Does MOOC’s in higher education achieve its recognition of competency based programs to employers?

ABSTRACT

Does MOOC in higher education achieve its recognition of competency based programs to employers? Online education is becoming a central component to academic programs globally. Do employers question its master of specific skill and the collaboration skills needed to fill future postings? Thomas Friedman suggests that MOOCs are a "revolution" that will change higher education. I call the threat of MOOCs destroying the university the "MOOCopalypse (Friedman, T. 2013). Whether you consider massive open online courses (MOOCs) the future of higher education or a fad, the fact remains that they are prevalent. The massive part of the acronym identifies itself as an ongoing popular trend which is receiving lots of traction with unlimited course enrollment. Research shows that MOOCs are offered by over 100 well known universities with enrollment ranging from a few thousand to over 180,000 (Explorance, 2013). MOOCs are valuable as they provide a way for people globally to gain unlimited access, knowledge and skills. However, the nature of MOOCs makes assessing and evaluating its overall quality and effectiveness difficult. This is the question that, when answered, will allow MOOC make changes to their model in order to gain more credibility and become more effective to the eyes of all involved.

More universities in the United States are beginning to support and create MOOC content, either partnering with existing MOOC providers or creating their own platform, as Harvard and MIT have with edX. (Sharrock, 2015; Evans, Baker, & Dee, 2016; “Creative Destruction,” 2014; O'Connor, 2014; Burd, Smith, & Reisman, 2014; Shi & Yu, 2016; Dodson, Kitburi, & Berge, 2015; Laurillard, 2016). Nevertheless, without employer acceptance of MOOC certification, MOOCs will not be taken seriously by students or universities alike. Evans, et al. (2016), found a major correlation between a major university offering certification and MOOC course completion by students. This is significant, as it shows that one of the primary motivators for continued education is employment marketability (Evens, et al, 2016; Ospina-Delgado, Zorio-Grima, & Garcia Benau, 2016). However, it has been repeatedly reported that MOOC course completion is dismal, reported to be anywhere from 5-19% (Evans, et al., 2016; Sharrock, 2015; Kalman, 2014; Burd, et al., 2014; Alraimi, Zo, & Ciganek, 2014; Shi & Yu, 2016; Laurillard, 2016). However, this is disingenuous, as a popular MOOC may have tens of thousands of participants, leading to thousands of students completing the course, far more than could ever fit inside a classroom (Sharrock, 2015).

Importance of the Study

While studies have been done concerning the motivations of both the students and universities which participate in MOOCs, little is written on the subject of employers (Evans, et al., 2016; Jansen, et al., 2015; Alraimi, et al., 2014; Shi & Yu, 2016; O'Connor, 2014). While the potential uses of MOOCs as both a business model and as employee training tool have been discussed, no study has been done on the motivations for the acceptance or disregard for MOOC certification (Burd, et al., 2014; Dodson, et al., 2015). This gap in the research needs to be addressed in order to better design curriculum to fit the needs of the corporate world. Without demand for MOOC certification by employers, universities will find it difficult to profit from the certification process (Jansen, et al., 2015). Students would also lose a primary motivational factor, an edge over competitors in the job market (Evans, et al., 2016). Currently, there is no accreditation program for MOOC, unless a university is willing to accept MOOC certification or completion as credit towards the course. This generally only happens if the university in question has developed the course (Sharrock, 2015). However, if business begins to accept MOOC certification, then prospective employees will perceive MOOCs as a legitimate way to gain employment. This, in turn, will induce universities to follow the market trend and offer more MOOC courses. Pressure from all three sources will see the government creating an accreditation process, enforced by the United States Department of Education, and other such entities around the world. This would legitimize MOOCs in the eyes of many, and may lead to greater educational standardization globally. It is important to note how the employer feels towards the matter of MOOC certification. Different methods must be utilized if the general feeling is negative towards the subject, as opposed to a more neutral outlook. It will also determine the amount of effort necessary for universities and MOOC participants to change the outlook of employers towards MOOCs. While a few MOOC developers and hosts have established student placement partnerships with employers, such as the Udacity, Georgia Tech, and AT&T partnership for computer science, these are generally limited in scope and few in number (Evans, et al., 2016; Burd, et al., 2014). Ideally, MOOC would be an acceptable addition to either a high school diploma or a secondary degree, though not replacing them, and weighted accordingly as proof of additional training. For instance, it could show that a computer science major has kept up with modern innovations and best practices through continuing self-study.

Methodology1

To that end, it is of vital importance that universities understand why employers are not accepting MOOC certification, why others accept it, and how to interest employers in students who have achieved MOOC certification. Understanding the motivations of hiring managers and business owners is essential if the MOOC platform is to gain traction as a legitimate form of education. A survey should be developed in order to assess corporate motivations. The questions would be answered using a scale of 1 to 5, with 1 corresponding to strongly agree and 5 corresponding to strongly disagree. This survey should measure the impact of hypothesized perceptions of MOOC certification. These hypotheses are as follows:

• Lack of knowledge: Employers may simply not know about MOOC certification, leading them to dismiss the certification as fictional or unimportant. If they perceive it as fictional, achieving MOOC certification may prove to be detrimental to the potential employee. If dismissed as unimportant, then it is uncertain whether or not certification is a boon, hindrance, or inconsequential to the decision making process. It is likely that larger organizations will have knowledge of MOOCs, while mid-to-small-sized organizations will not.

• Lack of value: Employers may see MOOC certification as something anyone could have, and thus of little consequence to the decision making process. It is likely that employers do not see value in MOOC certification.

• Lack of quality: Employers may see the lack of accreditation to mean that the education provided by MOOCs is sub-par. This may lead to a negative outlook towards those with MOOC certification. It is likely that employers perceive MOOC certification as being the product of sub-par education.

• Exclusionary: An employer may see certifications issued by certain vendors or course developers as more trustworthy than other, leading to selectively accepting MOOC certification. This may lead to positive outcomes if the potential employee is certified by a trusted source, and negatively or neutrally should it come from an untrusted source. It is likely that employers do not differentiate between certification issuing bodies.

Limitations of the Study.

However, this proposed survey would only be designed to determine whether employers perceive MOOC certification with indifference or negativity, and the motivations behind that perception. It would also be limited in scope, limited to email respondents. Ideally, a blend of both large and medium sized organization would respond to the survey, in order to gauge any correlations between organizational size and perception of MOOC certification. Furthermore, demographics, such as location and industry, should be collected in order to determine any other factors that may correlate with perception of MOOC certification. Determining how to alleviate the concerns of employers towards MOOC certification is also beyond the scope of this research. The methodology used in this potential survey will not lend itself well to determining how MOOCs must change in order to become acceptable to the employer. That topic is too dynamic for a simple multiple choice questionnaire.

Conclusion.

However, the results of this prospective survey would help other researchers better frame their own research. The lack of understanding of the reasons why employers do not perceive MOOC certification in a positive light hinders the development of MOOC best practices. One of the reasons students attend class is due to the competitive nature of the job market. Universities exist to fulfill the needs of both the student and the employers need for well trained employees. However, with the rising cost of education, universities must find a way to decrease costs in order to be viable. MOOCs are one such way, allowing students to receive course credit or certification at a significant price break (Burd, et al., 2014). However, without the demand by employers for MOOC certification, students will not be motivated to complete MOOC courses, as has been seen, giving universities no incentive to offer certification or credit. This is a three-fold relationship, and it cannot continue without the cooperation of all three players.

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