Michael Feldstein examines how MOOCs explode the assumption that the goal of a course “is to be able to certify that students in the class have learned a well-defined set of knowledge and skills.” He states that one of the most transformative aspects of MOOCs is they “challenge us to look for pedagogically effective alternatives to the control that faculty can assert in a face-to-face class and that they can’t assert online. But in order to really learn from this forcing function, we need to go beyond designing solely for course goals and explicitly design for student goals.”