Home > Uncategorized > The tyranny of semesters & the trouble with Coursera

The tyranny of semesters & the trouble with Coursera

Throughout numerous news reports and blog posts, comments on those news reports and blog posts, and e-mail discussions prompted by them, many legitimate criticisms of methods of teaching and learning outside of the usual on-campus class structure have been raised. But those usual on-campus classes have their own limitations; we are just so accustomed to working around those limitations that they’re barely noticed. Why should these same limitations be mapped into the online space? Why do we keep putting horseshoes on our automobiles?

This leads us to the problem with Coursera: it has the word “course” in its name. I’m not saying the courses themselves are bad — the quality on Coursera varies wildly, but many of them are quite good, and I hope to do a “course” on Coursera at some point — it’s just that the very concept of a “course” is artificial.

Courses, along with time units like semesters and trimesters and quarters, are organizational artifacts borne of the practical need to allocate chunks of time associated with chunks of physical space and chunks of biology called “students” and “professors” and get them to line up in some way those chunks of biology can readily remember, like meeting TuTh at 2-3:30 or MWF 1-2, staring on a certain date and ending at a certain date. Are any of those optimal in any way? Can anyone tell me if there’s any research on whether three days a week for 50 minutes is better or worse for learning than two days a week TuTh? Maybe there’s some material that’s best learned MTuW of WThF. Can anyone tell me? Has anyone even asked?

What about time of day? I have heard rumors of the existence of “morning people,” and there are probably some faculty and students who fit in that category. But for students who are not in that category, I conjecture that an 2:30 PM class is going to be a hell of a lot better for learning than an 8:30 AM class. Has anyone studied that? In all the discussion about problem-based learning and flipped classrooms and clickers or whatever, if someone could show that simply not having class at 8:30 AM resulted in massive improvement in learning outcomes, would we change our scheduling to accommodate that finding? Or would we not even bother to ask the question, given how limited we are on classroom space, and just implicitly state — whether we mean to or not — that we believe that the material taught at 8:30 AM is less import than the material taught at 2:30 PM.

This connects to Lanterman’s Temporal Maxim of Education: Any method of online course delivery is superior to an in-person class that meets at eight-assclock in the morning.

Dear university professors reading this post: Did you stop learning after you finished your PhD? If not, how many things have you learned in the past decade that had specific start and end dates?

Categories: Uncategorized
  1. October 10, 2014 at 6:48 pm

    I certainly did not stop learning after my PhD, but I have taken several courses when I have had time. Having regularly scheduled meeting times and an externally imposed pace helps me with time management—I never have enough time for all the things I want or need to do, and having the structure of a course helps enormously with keeping things from slipping forever too low on the priority list.

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