1. Udacity
EdX
Can the Current Model of Higher Education Survive MOOCs and Online Learning?
Coursera
Hank Lucas
Professor of Information Systems
University of Maryland College Park

2. The three amigos Kodak Blockbuster Borders
What do they have in common?

3. Interesting Developments
The Minerva Project proposes to create a top-tier for-profit research university. Students will live together on different campuses around the world and top professors will stream online classes to student seminars (New York Times, 4/21/2013).

4. Georgia Tech has announced a professional online Master of Science degree in Computer Science earned through MOOCs in conjunction with Udacity and AT&T.
The program estimates tuition at $7000 for the three-years of course work and is expected to enroll 10,000 students at any given time.
There are arrangements with 4500 centers for proctoring examinations.

6. Ten large public university systems are forming a partnership with Coursera.
“Joining Coursera will be the State University of New York system, the Tennessee Board of Regents and the University of Tennessee systems, the University of Colorado system, the University of Houston system, the University of Kentucky, the University of Nebraska, the University of New Mexico, the University System of Georgia and West Virginia University.
Some systems plan to blend online materials with faculty-led classroom sessions.
Others will offer credit to students who take the courses online followed by a proctored exam on campus (New York Times, 5/30/2013).”

7. Poll
Are MOOCs, online and blended courses a threat to American Higher Education?
1. Yes
2. Not sure
3. No

8. The Survivor Model Source: Lucas, H. C., Jr, The Search for Survival:
Morph business model to accommodate
competition and new opportunities
Abandon existing business model and
adopt a new one
Failure: merger, buyout, liquidate
Information
Technology
Innovator
Products
Services
Business models
The incumbent’s
dilemma
Source: Lucas, H. C., Jr,
The Search for Survival:
Lessons from Disruptive
Technologies, Praeger, 2012
Denial
History
Resistance to change
Mind set
Brand
Sunk costs
Profitability
Lack of imagination

9. The outcomes Morph your business model Adopt a whole new model
Go out of business

10. Poll
Universities can successfully take a “wait and see” approach to MOOCs and online education.
1. Agree
2. Not sure
3. Disagree

11. The online world Traditional Fully online Blended
Asynchronous
Synchronous
Blended
Massive Open Online Course (MOOC)

12. Poll
MOOCs will increasingly be used to create new degree programs like the MS in Computer Science at Georgia Tech.
1. Agree
2. Not sure
3. Disagree

13. What I taught
Fully online MBA course to 24 PT students from 3 campuses
Blended course in the FT program
MOOC with Coursera on Surviving Disruptive Technologies

14. Confessions of a MOOC Man
Intensive development effort
Many hours to create video lectures
Adopt the Coursera recommended platform
Wacom tablet and Camtasia for video
Annotate PPTs with pen-underlining, circling and writing comments
Creating a video lecture
Two great teaching assistants

15. My first assistant

16. A human teaching assistant
Peer grading
MOOC seminar
16,000 registered
Very positive response

19. Surviving Disruptive Technologies
Visits to the course website, based on country of origin of the address used to register for access to the site. “Regions” are loosely defined.
35 countries via
About 100 on survey
Total number of visits: 77,355
70% from outside U.S.
Average length of time spent during a “visit”: 38 minutes
9/17/2018

20. Surviving Disruptive Technologies
Total # Students
18262
Total Active Students
9085
Submitted Survey
1302
Submitted Term Project
639
Retention: Percent of prior week’s students watching videos 1
62.1% 2
84.7% 3
84.8% 4
87.3% 5
85.4% 6
90.0% 7
84.9%
First lecture
9/17/2018

21. We are doing it again
Surviving Disruptive Technologies 002 starts on September 30 for 7 weeks

22. A Poll The most resistance for moving to MOOCs and blended
and online learning will come from:
Students
The administration
The faculty

23. The threat Changing the structure of higher ed
A different cost structure
What an opportunity for students
What an opportunity for universities to expand their scope and educational mission
Raising the level of competition among schools
And competing now at the level of individual courses
The faculty:
Will we become TAs for star professors on video?
How can we add value?

24. Morphing the model
Universities need to compete vigorously with courses and programs
Innovate!
Compete on quality
Compete in niche subjects
Provide a variety of ways for students to participate—flexibility for students is key
Look at the cost structure: can you move resources to support online?

25. More than anything Create a sense of urgency
Create a spirit of innovation
Support the faculty as they transitions to new teaching modes
Develop scenarios to help create a plan
Take action sooner rather than later
First movers have an advantage
Execute successfully (think of the 3 amigos)

26. We live in interesting times
MOOCs and other types of technologically-enhanced learning create great opportunities for students and universities
Along with opportunities come challenges and threats
The schools that compete vigorously with faculty who figure out how to add value to their courses will survive and flourish