Moocs on the March

Mohammed Gad-el-Hak makes a compelling point when he argues that “learning is a social process.” Presumably social beings require interaction, human exchange to flourish. This point applies to the Internet as well as the classroom. Moreover, MOOCs (massive open online courses) are a corrective for a system that has ossified behind a shield of social exchange. In far too many cases, a degree is little more than “seat time” in the accumulation of credits. A degree is not predicated on demonstrated competencies, and as Richard Arum has pointed out in Academically Adrift, 36 percent of the student population shows no discernible change in cognitive skill after four years in the academy. The idea that a classroom is a place where social interaction encourages learning is one of those cliches that has gained traction, but not reliability. At the moment, most colleges contend they are encouraging “critical thinking,” yet another cliche. If students have few required courses and can design a curriculum of their own liking, the pursuit of critical thinking is actually the exchange of ignorant opinion. For example, if asked the question “What should we do if fossil fuels are unavailable?” the typical student, without an understanding of supply and Acad. Quest. (2014) 27:313–315 DOI 10.1007/s12129-014-9432-5

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