California college students could bypass wait lists and earn credits online under a bill introduced by State Senate President Pro Tem Darrell Steinberg, reports the Oakland Tribune. “This is not technology for technology’s sake. It addresses a real challenge.”
State colleges and universities would be required to accept credits from faculty-approved online courses for about 50 high-demand, lower-level classes with long wait lists. The access problem is especially acute at community colleges: More than three-quarters are putting students on wait lists.
“For a long time students have really suffered from a lack of access to the courses they needed to succeed,” said Rich Copenhagen, president of the Student Senate for California Community Colleges.
The bill would help the many students who end up taking frivolous courses just to keep their full-time status and financial aid, backers say.
Still the move will ease pressure to provide more funding to hire instructors and add classes.
Faculty would decide which online courses would provide credit, notes Inside Higher Ed.
Likely participants include Udacity and Coursera, two major massive open online course providers, sources said. Another option might be StraighterLine, a low-cost, self-paced online course company.
Those online providers are not accredited and cannot directly issue credit. But the American Council on Education (ACE) offers credit recommendations for successfully completed StraighterLine courses and is currently reviewing MOOCs for credit recommendations, with five from Coursera already gaining approval. Potentially credit-bearing MOOCs will likely include efforts to verify students’ identities and proctored exams.
“A source familiar with the bill said it would require online providers to charge no more than the tuition rates of the colleges students attend,” reports Inside Higher Ed. At California community colleges, that would be $140 per three-credit course, though many students qualify for fee waivers.
Some Coursera students may get college credit for massive online open courses, reports Information Week. The American Council on Education (ACE) has certified five MOOCs taught by university professors: Pre-Calculus and Algebra (University of California at Irvine), Introduction to Genetics and Evolution and Bioelectricity: A Quantitative Approach (Duke) and Calculus: A Single Variable (Penn). The algebra course is for developmental students; the rest merit college credit, ACE decided.
So far, even Duke, Penn and Irvine don’t plan to award credit for their own professors’ MOOCs, reports the Wall Street Journal.
Penn students who take the calculus MOOC and pass a department exam can move on to a higher-level course, but don’t receive credit.
Duke Provost Peter Lange said his school won’t award credit to its own students or to others who enroll in its Bioelectricity and Genetics classes online, two of the Coursera options that ACE has recommended for credit. Though the classes are led by Duke professors, he said, “they’re not taught the way we teach Duke courses” because they don’t have a set meeting time, nor do they involve face-to-face instruction.
While college administrators say it’s hard to verify what MOOC students have learned, elite universities “have a major financial incentive to limit academic credit only to registered, paying students—and not those following along free online,” notes the Journal. “Undergraduate tuition and required fees at Duke and Penn top $40,000 this school year, while out-of-state students pay nearly $37,000 at Irvine.”
At community colleges, where tuition is heavily subsidized, awarding credits to MOOC students could cut costs and open up classroom seats for students who prefer a face-to-face education.
Online learning will revolutionize higher education and liberate students from ever-rising college costs, predicts Sal Khan, founder of Khan Academy, in an interview with MIT Technology Review.
Here’s what I think it could look like in five years: the learning side will be free, but if and when you want to prove what you know, and get a credential, you would go to a proctoring center [for an exam]. And that would cost something. Let’s say it costs $100 to administer that exam. I could see charging $150 for it. And then you have a $50 margin that you can reinvest on the free-learning side.
What’s a credit worth? Moves to give credits to students for taking massive open online courses (MOOCS) or demonstrating competency are threatening the college cartel, writes Jeff Selingo on The Chronicle of Higher Education.
The American Council on Education will review some free online courses offered by elite universities through Coursera and may recommend that other colleges accept credit for them.
Right now, it is easy for most institutions to deny students who ask to transfer credits from their local community college or a for-profit provider, such as StraighterLine. They just say the quality is not up their standards.
But what happens when students arrive at the registrars’ office with credit-bearing courses from professors at Stanford, Penn, and Princeton? What will the excuse be then to reject the credits—that the courses were free? Such an excuse might finally expose the true reason many colleges refuse to accept transfer credits: They want students to pay them tuition for a class, not another institution.
In addition, Southern New Hampshire University’s accreditor has approved its new competency-based associate degree, which is based on students’ knowledge rather than time in class. Students will pay no more than $2,500 a year. The university is working with local employers to design the curriculum.
Western Governors University pioneered the idea. Now, “Southern New Hampshire is about to show whether the idea can work within the walls of a traditional university,” Selingo writes. Northern Arizona University and the University of Wisconsin system also are developing competency-based degrees.
UW’s Flexible Option will let adult students “earn college credit by demonstrating knowledge they have acquired through coursework, military training, on-the-job training, and other learning experiences.”