Abstract

Abstract: Despite stampeding popularity over the last few years since its creation, serious doubts persist about the fundamental MOOC conceptual model of Massive Open Online Courses as verifiable learning environments especially for liberal arts courses. This paper will defend the valid argument that: All MOOCs, except perhaps those at The University of Edinburgh, as currently construed and deployed, are MOOCs that fail to provide verifiable learning outcomes. No MOOCs that fail to provide verifiable learning outcomes are acceptable liberal arts courses. Therefore, no MOOCs, except perhaps those at The University of Edinburgh, as currently construed and deployed are MOOCs that are acceptable liberal arts courses. This paper will focus only on the complaint that MOOCs, generally, fail to engage and educate liberal arts students with positive, measurable learning outcomes through dialogue. It will be demonstrated that the current underlying conceptual model of MOOCs is inadequate as a global replacement to the traditional liberal arts courses based on dialogue pedagogic modeled in Plato’s Allegory of the Cave. A few highly debatable recommendations will be offered for discussion.