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1、VDOI:10.1145/2535918ArmandoFoxviewpointFrommooCstosPoCsSupplementingtheclassroomexperiencewithsmallprivateonlinecourses.sthemedia’sinfatuationwithmassiveopenonlinecourses(MOOCs)con-Atinuesunabated,someacademicsseemtobesuc-cumbingtothehand-wringingaboutwhetherMOOCswilldestr
2、oyhighered-ucationasweknowit(see“WillMOOCsDestroyAcademia?”byMosheVardiintheNovember2012issueofCommuni-cations).Isitabadthingthatwe“haveletthegenieoutofthebottle,”asVardisuggestedinhisEditor’sLetter?Iarguethataclose,systematic,andsustainedlookathowMOOCsareactuallybeingused
3、shouldpersuadethecarefulob-serverthattastefuluseofMOOCtech-nologycanstrengthenacademia.NoteIdonotsay“MOOCswillstrengthenacademia.”Theycertainlycan,butwhethertheydodependsonhowtheyarereceivedandusedbyaca-demics.Fulldisclosure:besidesbeingaMOOCinstructormyself,Iamtherecently
4、appointedfacultydirectorofBerkeley’sMOOCLab,whichextendsBerkeley’sexistingonlineeducationprogramswithMOOCresearchandfercounterexamplestosome“MOOCusingMOOCtechnologyquitediffer-practice.ButIamnotcheeringformyths”inrecentmediacoverage.ently.Forexample,inarecentpilotMOOCsbeca
5、useIhavethisposition;Whilemostmythsarebasedonaker-programatSanJoséStateUniversityrather,IagreedtotakethepositionneloftruthandmaybetrueofatleastinCalifornia,studentsinananalogatesbecauseIamexcitedaboutthepos-someMOOCs,theyarejustasoftenun-circuitscourseusedMIT-authoredCIsso
6、sibilitiesofMOOCsandotheronlinetrueanditisadisservicetointerestedMOOClecturesandhomeworkas-aeducation.Inparticular,ifMOOCsarereaderstopresentthemasforegonesignmentscreatedbyAnantAgarw-orysb1jusedasasupplementtoclassroomconclusions.al.Thestudents’in-classroomtimeIndrteachin
7、gratherthanbeingviewedare-Myth:UniversitieswilluseMOOCswasspentworkingonlabanddesignasta/placementforit,theycanincreasein-tolowercostsbyfiringfacultyandproblemswithlocalfacultyandteach-Iubkstructorleverage,studentthroughput,teachingassistants,thussacrific-ingassistants.The
8、studentsinthisaICIstudentmastery,andstudentengage-ingeducationalquality.Ifuniversi-SPOCsc
