MOOCs – The European Consortium for Accreditation in Higher Education

NVAO’s position on MOOCs and online HE

rcasado@gmail.com — Mon, 25 Aug 2014 16:34:05 +0000

In its memorandum “MOOCs and online HE” NVAO has further explored the potential of Massive Open Online Courses (MOOCs), of online education in general, and of blended learning.

This memorandum explores scenarios in which a higher education institution in the Netherlands or Flanders:

is seeking the best way to handle the acknowledgement of online courses (MOOCs or otherwise) that students have taken elsewhere;
sets quality requirements for online courses provided by another institution to be included in its own bachelor’s or master’s programmes;
sets quality requirements for online and blended learning programmes that they have developed themselves.

MOOCs are not directly subject to NVAO accreditation, and it is deemed unlikely that MOOCs will be subject to accreditation in the Netherlands or Flanders in the foreseeable future. NVAO does believe that in time a shared view on what constitutes a „good‟ MOOC can be developed, and would welcome the opportunity to take part in documenting and disseminating such good practices.

The crucial role of testing and examination is emphasised in NVAO’s position. MOOC certificates that meet the highest standards are needed as well as showing how higher education providers can contribute to achieving this objective. In the European context it is important to monitor the relevant legislation, incorporating the implications for what is possible and permissible in the area of online higher education.

Read further:

NVAO: MOOCs and online Higher Education

CHEA (US) plans external review of MOOCs

rcasado@gmail.com — Mon, 18 Aug 2014 06:48:51 +0000

“A global quality platform to review non-institutional education providers is to be piloted by America’s Council for Higher Education Accreditation and its International Quality Group. The platform is aimed at protecting students and is a response to the explosion of non-traditional provision – including MOOCs – and increasingly international higher education.

In a nutshell, the quality platform – which will be piloted within the next two months – is envisaged as a voluntary, non-governmental external review of non-institutional providers undertaken by an expert team and based on self-evaluation, using standards that include student outcomes.”

Online Learning and Student Outcomes in California’s Community Colleges

rcasado@gmail.com — Wed, 28 May 2014 15:18:50 +0000

“In the short term, course by course, student outcomes are worse in online courses than in traditional courses. However, when we examine long-term outcomes, the picture looks brighter. Students who take at least some online courses are more likely than those who take only traditional courses to earn an associate’s degree or to transfer to a four-year institution. For some students, online courses offer a useful tool that helps them to reach their goals.”