Moocs ‘will not transform education’, says FutureLearn chief

Simon Nelson tells Times Higher Education podcast original claims were ‘overhyped and unrealistic’

October 14, 2014

Massive open online courses will not transform education or destroy the university system, and their potential to disrupt has been overhyped, according to the head of the UK Mooc platform FutureLearn.

Simon Nelson, chief executive of the Open University-owned company, said that the early Mooc platforms – such as the US-based Coursera, Udacity and EdX – had overstated the case for what Moocs could be. He also revealed that he is “not a huge fan of the word Mooc”.

“We prefer to see ourselves as a social learning platform,” Mr Nelson said, speaking to a Times Higher Education podcast ahead of the anniversary of the start of the first FutureLearn course on 14 October.

He named Sebastian Thrun, a research professor at Stanford University who founded Udacity and who is also heavily involved in technology developments at Google, as someone with whom he disagreed. In November, Professor Thrun said that low completion rates among students signed up to courses on Udacity meant that they were a “lousy product”.

“The early evangelists of Moocs I think overstated the case for what they could be, and there’s a degree to which they’re being hoist by their own petard – Sebastian Thrun being one example,” Mr Nelson said.

“Moocs were claimed to be pretty much a panacea for many of the educational ills of society when they first came out. We’ve all seen some of the commentary that came round, particularly around 2012, about what Moocs were going to do. They were going to transform education, they were going to destroy the university system, they were going to put educators out of business, they were going to reach into the most distant parts of the world and educate people who’d never had access to this technology before.”

All of this, Mr Nelson said, was “overhyped and unrealistic”. “As a result, I think there’s been an entrenchment from people on the other side of the argument who to me often make equally wild assumptions that these things are a fad, that they are going to disappear, or in the case of Sebastian, that his is a lousy product. We certainly don’t look at our product and think that we’ve got a lousy product.”

Mr Nelson said that although Moocs were not as revolutionary as some said they would become, nor were they a short-term phenomenon.

“We believe in a more balanced view,” he continued. “We don’t believe it’s Moocs that are going to transform higher education, we believe the internet is going to transform higher education, and that Moocs are one part of that overall transformation.”

Since the first course went live 12 months ago, FutureLearn has launched 133 courses. The most popular, Exploring English: Language and Culture, created by the British Council, had around 122,000 people sign up. In total, there have been 1.4 million course sign ups by more than 650,000 learners.

You've reached your article limit.

Register to continue

Registration is free and only takes a moment. Once registered you can read a total of 3 articles each month, plus:

  • Sign up for the editor's highlights
  • Receive World University Rankings news first
  • Get job alerts, shortlist jobs and save job searches
  • Participate in reader discussions and post comments

Reader's comments (2)

We were intrigued to read Simon Nelson's perspective above that 'MOOCs will not transform education' and very pleased that we will have the opportunity to hear more, first hand at the Westminster education forum seminar in London later this week. We are particularly curious to learn about the proposed business model for Futurelearn and implications for those using or contemplating using the platform to deliver on their goals in the future. To be clear, I am personally a big fan of the current platform and content and it is far away from being a ‘lousy product’ as the founder of the head of the Udacity platform was reported to have described their offering. With over 130 courses and 650k users, Futurelearn has been a great team effort and it is hard to believe it is only in its first year. And that really is the point - Apple, Netflix, Amazon, Google, Facebook …everyone’s favourite case studies for delivering solutions capable of disrupting markets all share one thing in common, none were an overnight success. Also a key word here is ‘solutions’ not just ‘products’ Hence our perspective that it is too early to be counting anything in or out. A fluid approach to development and breakthroughs for the MOOC as a standalone concept are not mutually exclusive. Perhaps there has been too much in the mind-set about MOOC’s being a direct replacement for HE and we would benefit from thinking more about customers - their problems, propositions and possible solutions – wherever they might be Some questions that we will be taking into the seminar - • To what extent has the introduction of the MOOC concept alone already been a catalyst for change? • How might we benefit from a new ‘mental model’ for development? • And where else on the student lifecycle can MOOCs also make an impact? We will continue to follow with interest
I registered for two FutureLearn courses recently after having successfully completed a Cousera course. The first FutureLearn course began just over a week ago: I have today deregistered from this course and the other course too. Many years ago I did a OU course and expected that the years of experience of OU would be mirrored by FutureLearn but was shocked by the low standards of Futurelearn.

Have your say

Log in or register to post comments

Featured Jobs

Assistant Recruitment - Human Resources Office

University Of Nottingham Ningbo China

Outreach Officer

Gsm London

Professorship in Geomatics

Norwegian University Of Science & Technology -ntnu

Professor of European History

Newcastle University

Head of Department

University Of Chichester
See all jobs

Most Commented

men in office with feet on desk. Vintage

Three-quarters of respondents are dissatisfied with the people running their institutions

students use laptops

Researchers say students who use computers score half a grade lower than those who write notes

Canal houses, Amsterdam, Netherlands

All three of England’s for-profit universities owned in Netherlands

sitting by statue

Institutions told they have a ‘culture of excluding postgraduates’ in wake of damning study

A face made of numbers looks over a university campus

From personalising tuition to performance management, the use of data is increasingly driving how institutions operate