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1、REFLECTIONMOOCpostscriptJonBaggaley*CentreforDistanceEducation,AthabascaUniversity,Alberta,Canada(Received16October2013;finalversionreceived29November2013)Thisisapostscripttoanarticleabouttheevolutionofthemassiveopenonlinecourse(MOOC).Inthebriefspaceoftimebetweenthepreviousarticle’scompl
2、etionandpublication,attitudestotheMOOCappeartobechangingrapidly.Thecurrentfollow-updiscussestherejectionofkeyMOOCprinciplesbyHarvardUniversityanditsreplacementbysmallprivateonlinecourses,notobviouslydifferentfromtheonlineeducationofferedbydistanceeducationinstitutionssincethemid-90s.The
3、articlealsopresentsevidencesuggestingthatthepreviouswidespreadacceptanceofMOOCshasbeenmoremyththanreality.Keywords:massiveopenonlinecourses;MOOC;smallprivateonlinecourses;SPOC;connectivism;DoctorSpockIntroductionWhatadifferenceafewweekscanmake.InMarch2013,Iemergedfromretirementtowritear
4、eflectionforthisjournal(Baggaley,2013b)abouttherapidriseofthemassiveopenonlinecourse(MOOC).Init,IlamentedthefactthatMOOCstendnottobebasedonwidelyacceptedinstructionalprinciples.ThemajorMOOCpro-viders,Coursera,edX,andUdacity,haveofferedarangeofapproacheswithonecentralproblem—massivestuden
5、tnumbersareimpossibleforteacherstohandle.Todealwiththeproblem,MOOCscommonlyofferasimplesolution—getthestudentstoteachandgradeeachother.Asitturnsout,inearly2013,otherwritersofseniorvintagewerealsopreparingpresentationslamentingthisdevelopment.Romiszowski(2013)indicatedthatMOOCpracticesar
6、ebynomeansnew;Bates(2013)askedwhyinstitutionssuchasMassachusettsInstituteofTechnology(MIT),inchampion-ingMOOCs,areignoring25yearsofexperienceandresearchastohowtheyshouldbedesignedeffectively;andNaidu(inpress)pointedoutthatwhileMOOCsmaybeusefulincausingustorethinkeducationalpractices,the
7、irsuccesswilldependonhowwelltheymanagecommonchallengesfacinglearningandteachinginlargecohorts,suchaslearnerengagement,assessment,andfeedback.Idon’trecallabandofeducationaltechnologyveteranseverlaunchingsimultaneouslyintoprintinthiswaywithessentiallythesamemessage.InJune2013,Ton
