One motivation for developing Massive Open Online Courses (MOOC) has been to democratize education by giving everyone access to knowledge often presented by leading professors. It was certainly one reason why I developed and delivered two MOOCs on ‘Energy: Thermodynamics in Everyday Life‘ in 2015/16 and ‘Understanding Super Structures’ in 2017. The workload involved in supporting thousands of learners around the global is not insignificant and was unsustainable for me so I gave up after running them for a couple of years despite the intangible rewards [see ‘Knowledge spheres‘ on March 9th, 2016 and ‘A liberal engineering education‘ on March 2nd, 2016] . However, I incorporated the MOOC on energy into my undergraduate module on thermodynamics to create a blended approach to learning [see ‘Blended learning environments‘ on November 14th, 2018]. This paid dividends for me when the pandemic forced our campus into lock-down in the middle of semester last March and I already had a large number of bite-sized activities available online for our students. Most universities have had to move their teaching online due to the pandemic; but not all students are able to access the online materials as easily others. The Booker shortlisted novelist, Tsitsi Dangarembga has reported how one of her neighbours has struggled to access resources recommended to him by lecturers at his college in Bulawayo due to the cost and unreliability of Wi-Fi in Zimbabwe. She tried to help him by registering him for her hotspot package but, in common with many students, he studies mainly at night when hotspot venues are closed. The maps shows the global distribution of learners in one of the Energy MOOCs that I delivered and you can see the holes in Africa and South America which, at the time, we thought might be due to a lack of computer and internet access and Dangarembga’s account seems to support this hypothesis. So, we designed our second MOOC on Structures to be accessible via a mobile phone by using fewer videos and more audio clips that could be quickly downloaded and listened to offline. Unfortunately, we ran out of resources to complete the research on whether it was accessed more successfully in those grey areas on the map; however, the audio recordings were unpopular with the more traditional audience in the USA and UK who gave us immediate and vocal feedback!
Patterson EA, Using everyday engineering examples to engage learners on a massive open online course, International Journal of Mechanical Engineering Education, p.0306419018818551