Tag Archives: tropes

Everything Schools Discussion Boards on Pedagogy

Facebook Schools MOOCs on Engagement.”  That’s a provocative title.  It’s also beyond hollow.

The research at the heart of this EdSurge buzz, coming out of Penn State, looked at three Coursera MOOCs and their supplemental faculty-run Facebook pages.  In each MOOC, students who engaged with the Facebook page remained engaged for longer than those who used the Coursera discussion boards.  This makes sense; the discussion board is not unique to Coursera but rather has a history dating back decades, while the architecture of Facebook does take from Friendster and MySpace to an extent but offers something unique to social media.  There are problems with the research (see Mike Caulfield’s blog on the topic and a subsequent Twitter conversation), in part because the research makes much ado of what is fairly straightforward understanding of discussion boards versus social media engagement in online spaces. People who have logged into Facebook are going to do Facebook things there because Facebook is designed for Facebook things.  Facebook does Facebook Things Better Than Coursera.  That’s a truthful title but it misses the point of the MOOC exchange.  Students who engage external teacher-driven social media networks are happier in those external teacher-driven social media networks than they are using the LMS-provided discussion fora.  Awkward as a title, but it also does not push promises of solutionism onto the Facebook platform.

This is not an attack on Facebook, but we should not be annointing Facebook as pedagogical powerhouses simply because they aren’t an awful Coursera discussion board.  This is also not a knock on Coursera; you could name any learning management system and substitute in their particular discussion board and you’d have the same problems, because the discussion forum is not an ideal place for developing community or collaboration or continuity in an online course.  Example example.  Discussion boards are not low-hanging fruit; they are fruit that fell from the tree weeks ago and is the cause of that unpleasant odor you found upon arrival. Facebook Wins by Providing Any Option Other than Discussion Board.

My problem is in the presentation of the research, and what impressions of the path of MOOCs (or Distance Ed or Online Learning) the EdSurge (or Campus Technology) summary promotes.   Continue reading


What the Researchers Got Wrong About Their ‘Sesame Street’ Education Study

Last week, Melissa Kearney of the University of Maryland & Phil Levine of Wellesley College received a great deal of media attention for their in-process paper Early Childhood Education by MOOC:  Lessons from Sesame Street.  Asserting that research on Sesame Street & educational efficacy is lacking and has failed to engage beyond the immediate or short-term results, Kearney & Levine designed an apparatus in an attempt to find a correlation between exposure to Sesame Street and longitudinal outcomes such as high school graduation or post-school labor gains.  While their instrument did show statistically significant outcomes in the immediate and short-term for those with better access to Sesame Street, the instrument failed to note any significance beyond (the researchers note this as inconclusive, though the only inconclusive aspect is whether the failure was on the part of the instrument or if the findings are in fact insignificant).

What does this have to do with MOOCs?  Not a whole lot as per the research.  But the invocation of MOOCs is indicative of an ahistoricism that permeates this work-under-review. Saying Sesame Street is ostensibly the first MOOC shows a fundamental flaw in Kearney & Levine’s historical literature review on the subject, a flaw Audrey Watters notes and critiques in an excellent response to the paper and subsequent media furor.   Continue reading