Massive Open Online Courses, more commonly known as MOOCs, have radically transformed the way we learn new lessons. The grace of it has cleared many external barriers that one used to face in determining a particular topic. MOOCs have offered more flexibility compared to many physical educational institutes. Distance constraints are no longer an issue - one can quickly take courses from one’s desired universities from Germany, China, USA, UK-- virtually any country you name. One's freedom of choosing what to learn and the ease of learning have significantly gone up. The financial issue has typically been of much less concern than that of traditional university education. Users are getting the opportunity to learn from the highly credentialed educators from reputed universities from around the globe. Moreover, quizzes and examination opportunities are there for evaluation so that one can measure one's progress and not lose motivation. Besides, discussion forums are there to help one chew over the tiniest of problems that they face with the teachers and the peers.
Now, due to all these perks and benefits, readers may naturally ask: Why are open courses still not taking over our traditional education system? Is it even possible for them to replace traditional education? Well, as it turns out, in addition to having amazing advantages, open courses have some significant drawbacks that prevent them from qualifying as a substitute for traditional education in the long run.
Lower value than university degrees
Online courses typically are not structured like regular full-fledged university courses. MOOCs are still pretty new to the scene, and as a result, the course structure has not been customised completely to provide the learners' certificates or credentials that may be considered as valuable as university degrees.
Besides, the courses usually are not accredited, which, as a result, makes them less valuable for a future career. Completion of online courses on resume probably does enhance applicant's overall image, but it does not hold the same cachet for employers as being able to show accredited qualifications.
Low motivation
Self-study requires commitment and self-discipline. But since the students consider open courses as their secondary resource of studies and not the primary education material, most students cannot hold on to the drive to finish the whole course. Many do not even consider the tests and assignments that important. The absence of strict deadlines plays a significant role too.
Low completion rates
Research has shown that MOOCs completion rates can be as low as seven per cent. This low rate may be partly attributed to the fact that a considerable number of people enrolled in the courses are not with the objective of finishing it, but of finding particular pieces of information. However, low motivation and lack of commitment play a prominent role, too, in prompting the students dropping out very early.
Lack of real-world interactions
This is probably one of the most significant objections against MOOCs. The student-teacher interaction-- both inside and outside class, interactions with a fellow peer, group assignments-- these experiences are missing in an online course environment. As a result, a vast portion of learning is remaining untouched in MOOCs.
Low standard in the evaluation of exams
There is usually no direct interaction with instructors. With thousands of people often enrolled on a single course, it is impossible for the professors to give students the kind of attention that they do in a traditional college course. Fellow students usually address messages and questions posted on online forums, and grading is often automatic or done by peers, without personalised feedback from the professor.
Due to these downsides, MOOCs have not yet to be in a state where they can be pursued as a substitute to the regular traditional education system. However, MOOC is an efficient way to delve into an abundant choice of good quality education at a cheaper cost and with flexibility. So the bottom line is, for now, attending Internet-based courses should be pursued only as a complement to the regular academic education, not as a replacement. And rightly so, speaking from the country's perspective, we have one big online platform, namely '10-minute school', that is acting as a secondary source of education for the students all over the country following the national curriculum. They are making both academic and skill development content in line with the national curriculum for students ranging from eighth graders to university goers for free. Their objective is to ensure that no student is deprived of the chance of learning due to financial or geographic constraints.
And most importantly, they also are making contents so that it works as a complement to traditional education, not as a replacement for it. But sadly, they are the only ones who are prominent regarding providing online education in the country and not many other platforms are being established or flourishing like they are. Platforms like OnnoRokom Pathshala, Shikkhok, Eshosikhi, Amar Pathshala have put out contents around similar topics but have not been consistent or mindful enough to make them big.
There is enormous demand for such platforms in Bangladesh, and the prospects are very high since we are heading towards a digital revolution.
The writer is a first year student of BBA programme at the Institute of Business Administration (IBA), University of Dhaka.
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