Researcher argues that completion metrics are not meaningful for MOOCs

September 18, 2014

A new article in Forbes argues that completion rates should not be the focus of educators evaluating the success of massive open online courses (MOOCs). Researcher Matthew LeBar says that while some have argued that MOOCs’ low completion rates undermine their credibility, students can nevertheless benefit significantly from MOOCs even without completing or participating in all aspects of a course. Some students, LeBar points out, use MOOCs to supplement rather than replace traditional courses. MOOCs “do not and should not provide the same services as classroom courses,” argues LeBar. He adds that many students who enrol in MOOCs do not do so to obtain a certificate or degree but to develop professional skills, benefiting more from the knowledge acquired than they do from the credential that is earned. Forbes