Thoughts on MOOC-Based Degree Programs?

Hello everyone,


Lately, I’ve been reflecting on a growing model of online education adopted by schools like American Global Tech University, EDU Effective, and LIGS University. These institutions do not develop their own course content. Instead, they rely heavily on external platforms like edX, LinkedIn Learning, or other MOOCs. Students follow a pre-selected set of courses on these platforms, earn certificates upon completion, and once all program requirements are met, the school awards a degree or diploma.


Regardless of accreditation status, what are your thoughts on this model? Do you see it as a modern and flexible path to higher education, or are there drawbacks to outsourcing the core teaching to third-party providers?

 

I suspect Rich Douglas will be able to articulate this better than I if he participates in this thread, but a degree is supposed to be more than a disparate collection of courses. There should be synthesis, and a transformational element beyond the specific material with the goal of meeting specific learning outcomes. If you mix and match MOOCs, meeting that goal would be much more difficult.

Using courses from a provider intended for universities like 2U probably makes this easier than using more applied learning resources like DataCamp or LinkedIn Learning.

 

Yes! I have a subscription through work. I was surprised to see content on topics as broad as Photography, Spanish, and Web Development outside of the typical business-focused topics. There's even a course on research for UX designers.

 

The MOOC to degree model is worth exploring, but the status of the mentioned institutions also matters, if the degree is going to count in a sense of formal recognition in some specific country.

Here's what these institutions say about their own recognition status:

"LIGS University does not pursue formal recognition within individual national education systems."
Important Note: "If your primary goal is to obtain a nationally recognized academic title or credential, we strongly recommend consulting your country’s department or ministry of education before applying."

Link: https://ligsuniversity.com/accreditation/

Next up is the LIGS-related EDU Effective: "Thanks to this institution our graduates will get a Czech professional degree (as a little bonus), entitling them to utilize this non-academic degree within the business field in the Czech Republic, EU. Please note that only academic education can be nostrified, not the professional education offered by EDU Effective, EU or EDU Effective Business School, US."

Link: https://www.edueffective.online/about-us/recognition-accreditation/

Lastly, we have AGTU that claims to be "licensed by the Commission for Independent Education, Florida Department of Education."

Link: https://agtu.us/en/accreditation/

They are all "accredited by ASIC", but that does not mean that they have individual national education system recognition, even in the UK, as they are not listed among recognized degree-granting institutions there.

 

Not better, but in addition to. I agree with your post entirely. But here are a few additions:

MOOCs are designed to pass along information to a great number of people. But it's a one-way process, like broadcasting. But a university course needs three things:
1. Content
2. How it will be learned
3. How that learning will be assessed

As I understand them, MOOCs really only do #1.

But let's change that. Let's say that #2 is also covered by that delivery method, or is supplemented with self-study material. That leaves #3, assessment. Could learning by MOOC be assessed? Sure. But there are two problems with that.

The first is the level (Bloom's Taxonomy) of learning involved. Very low-level stuff. You could probably assess at the two lowest levels (remembering and understanding), but the rest gets tricky without a LOT more resources. Think "MOOC-then-CLEP." In order to assess at higher levels, more complicated forms of instructional delivery would be needed. (This is why people should be skeptical of degrees earned entirely by examination--like almost all of my undergraduate education. Exams with essays help elevate to Bloom's Apply and Analyze levels, but barely.)

Second, by laying on that tier of assessment, you're pulling away from the education-for-all spirit of MOOCs. So...I think they could be used as part of distance learning courses, but not as the sole basis. (Except for the MOOC-then-CLEP approach for lower levels of learning and college credits.)

 

As has been discussed on this boards, ASIC is a quality assurance initiative, but does not grant recognition to schools to award degrees or other recognized credentials or credits.

Generically speaking, ASIC can "accredit" schools just like other professional organizations do. (I attended PMI-accredited project management training. I attended an ICF-accredited coaching school. Etc.) But this accreditation has an entirely different meaning than the accreditation of degree-granting institutions in the U.S.

Let's just say that if I'm in a crowded place and someone yells, "Is there a doctor in the house?" I'm not going to come running, despite being one. I am one, but not that one.

 

100%. Athabasca's Bachelor of Professional Services concludes with an integrative capstone involving a learning journal, several reflection papers and other assignments that help you organize your learning and future plans. It was done basically 1:1 with an instructor and I found it really valuable.

 

Hene my crack earlier. For my B.S., 115 of the 120 s.h. came from testing. For my B.A., all 120 s.h. were from testing. Some people might balk at that. I considered it a "proficiency advancement" to grad school. (Among other places.)

 

It depends. Standardized curricula can often be outsourced, and this is a common practice in the UK. For instance, students can complete Level 4 and Level 5 qualifications "anywhere" and gain advanced entry into a Bachelor’s Top-Up degree. This model is not particularly new.

Similarly, certain Coursera or edX courses are eligible for ACE credit transfer, making them possible components of a formal academic program.

Signum Magnum College follows a comparable approach with its Transknowlogy MBA, offering the core curriculum via Coursera. However, students are required to complete a capstone project independently to earn the degree. This hybrid model—outsourcing the standard curriculum through MOOCs while reserving the final integrative project for internal assessment—may be a good thing.

 

I now see the clear consensus that while MOOC-based programs can offer high-quality content and accessibility, the key factor that determines their academic legitimacy is whether the school adds its own layer of academic value. I completely agree that requiring students to complete a capstone project, research paper, or some form of internal assessment would elevate the program from being just a collection of external certificates to something that truly deserves to be called a degree.


The model itself has potential, especially for working professionals or underserved learners. But without structured synthesis or oversight from the awarding institution, it risks being seen more as a credential assembly service rather than a full academic journey.

 

Hello!

True, but if you get some extra credentials that are actually useful, I will not say no either!

Best regards,
Mac Juli