The MOOC stumble: Lessons from Napster and the Music Business!

I have been a long time proponent of online education and have been offering webcasts of my classes since 2001. However, I was a little skeptical about the news stories that appeared a couple of years ago about Massive Open Online Courses (MOOCs) being the next "big thing" in education. If a class were only about delivering content, a MOOC may do the job, but a good class should be (though it often is not) more than that. It has to foster hands-on experience, interaction, excitement and "aha'" moments, and MOOCs (including mine) have not paid enough attention to these pieces. Thus, as the initial buzz about MOOCs has faded, we are discovering the achilles heels of online classes: high drop out rates and poor retention of knowledge. It is therefore not a surprise to read stories like this one about the failures of and financial troubles faced by MOOCs.

1. Screening: It can be argued that the most value-added day of your education at a selective school (say an Ivy League, Stanford, MIT or Caltech in the US or the equivalents in other countries) is the day that you receive your admissions letter from the school. The rest is purely academic (in the truest sense of the word), since the fact that you were able to make it through the screen becomes the most noticed part of your education. 
2. Structuring: For better or worse, universities have been able to define the content of an education for centuries. This includes not only a specification of how long it takes to get a degree (in terms of time and courses) but also the breakdown of courses into required or core classes and the sequencing of electives thereafter. 
3. Classes: Within the course structure are classes, delivered by faculty (generally exclusive to that university) in restricted settings (physical classrooms) owned by the university and with an infrastructure of exams, tests and grades that affirms to outsiders that students have taken and mastered the content in these classes. Students in these classes learn from interactions (usually live) with the faculty and other students and can get help from tutors or teaching assistants for these classes. In special cases, students that have an intense interest in a topic may be get mentoring and advice from faculty who are (presumably) experts on that topic.
4. Networking: Even those of you who have been victimized by the "old boy (or old girl)" network have to admit that it works remarkably well at taking care of those who are lucky enough to be part of it. The networks that are created when you are a student at an educational institution may provide you with job openings, employment options and business opportunities later in life. This can be augmented by smaller networks also created by sub-groups (fraternities & sororities, clubs) at schools.
5. Career advice: Recognizing the economic imperatives that most students face in terms of getting employment after their education, universities have invested (some more than others) in providing both career advice and placement services. 
6. Entertainment: While this may sound irreverent, it is reality that a portion of the college experience is entertainment. Whether it be going to football games at Alabama or Notre Dame, enjoying a concert on campus or just people-watching on Sproul Plaza on Berkeley, you don't realize how much fun you have in college, until you graduate (and get into the real world, where such entertainment is more difficult to find, more expensive and expose you to more danger). At the risk of sounding cynical, I would also include as part of entertainment, the semester abroad programs that schools love to tout as a "bargain educational experience in exotic foreign locales" , since there is generally more fun to be had in your semester abroad in Spain/France/Brazil/Italy than learning.
7. Education: There is a final fuzzy component that universities claim to aspire to deliver, though there is no way of measuring whether they deliver on the promise. "Send your 18-year old to us", they say, "and and we will turn them into educated people".  A Harvard panel defined educated people as those who “leave school with a deep understanding of themselves and how they fit into the world and have learned how solve complex problems, be creative & entrepreneurial, manage themselves and to be life long learners". Well, good luck with that!!!

Mod Note: Syndication from Musings on Markets