Are massive open online courses (MOOCs) disruptive to traditional academic institutions—or can they, in fact, be a productive force on campuses real and virtual alike?
That’s the question AACRAO Executive Director Mike Reilly and President Jeff von Munkwitz-Smith tackle in their feature “Helping to Take the Disruptive out of MOOCs,” published in January/February 2013 edition of the Educause Review.
A collaborative model
In the article, Reilly and von Munkwitz-Smith highlight the work that AACRAO members do to provide quality assurance in U.S. higher education, and they articulate the issues that MOOCs raise in maintaining those standards of excellence.
Contrary to the popular sentiment that postsecondary institutions are resistant to change, Reilly and von Munkwitz-Smith assert that colleges and universities are, in fact, uniquely open to technological advances such as this.
Academic and enrollment services professionals embrace the potential of this change— which may make it easier for students to enroll and complete their degrees. At the same time, they offer a critical perspective to the emerging discussion about quality assurance and credentialing in these courses.
Reilly and von Mukwitz-Smith also call attention to initiatives focused on aligning MOOCs with traditional administrative structures, such as the identity management efforts of Common Identity and Trust Collaborative’s (CommIT) and the American Council on Education’s work in transcripting and awarding credit for successful MOOC completion.
Join the conversation
At AACRAO's Annual Meeting this April, members will discuss the role of enrollment and academic services in contributing to the success and legitimacy of MOOCs.
Register today and help shape AACRAO's involvement and direction in this important conversation.
By: AACRAO Connect