This is the sixth and final post in a series of blog posts on MOOCs (massive open online courses).
My previous posts were largely about my personal experience learning in a MOOC. I think MOOCs offer excellent learning opportunities for people in developing countries, whether or not they are students in higher education. I’ve written up some tips that may help learners make the most of MOOCs.
In this post I’d like to present some opinions, from a developing-country perspective, on the implications of MOOCs for higher education.
What is one of the top concerns for most students in higher education, no matter where they live? Job prospects. Some students no doubt are thinking about further studies, becoming an entrepreneur, joining a family business, taking a break, and so on, but getting a job is certainly on the minds of most young people in higher education. They hope that after they finish studies they will get a good job.
Further, in some developing countries, the “job potential” of an academic discipline is a very important consideration in choosing a major or specialization at university. In India, for example, degree programs in engineering and medicine are highly sought-after because graduates can expect relatively well-paying and secure jobs.
To conclude this series of posts, I think MOOCs can lead to educational development, but possibly in unpredictable and disruptive ways.