Don’t expect too much of every new disruptive innovation in higher education
There is no doubt that higher education has seen significant change over recent years, but not the kind of fundamental shift that some commentators were expecting a couple of years ago. At the beginning of the current decade a number of people – including some university leaders – were predicting that all universities would have to adopt MOOCs (‘massive open online courses’) if they were to survive. MOOCs would subvert and replace the pedagogical model used for as long as anyone can remember in higher education; and for that matter the business model also.
It hasn’t happened. Over recent months there have been several articles and studies suggesting that while MOOCs are not dead, they are unlikely to dominate university education. They are too easy for people to access, so too many people are dropping out early; they are not being recognised by employers; they are too expensive to design and run, particularly if they produce zero revenues.
I shall avoid saying that I told you so right from the start; though of course I did. But I will say that higher education is by its nature too conservative for all of its traditions and practices to be swept away overnight by one piece of disruptive innovation. Technology-enabled distance learning will continue to grow and develop, but the courses it spawns will not at a stroke become the new norm, particularly if they are un-funded and nobody is paying. There is clearly room for innovation and change, but it needs to be driven by analysis and evidence.