Still little consensus on role of massive, online courses in higher education

27 Aug

Open, online courses are reshaping classrooms, giving motivated students the chance to learn online for free and creative tough questions for college administrators.
[ Photo Credit: John Loo ]

By Kyla Calvert

Massive, open, online courses could be reshaping the typical college classroom. Tonight, PBS NewsHour Weekend Anchor Hari Sreenivasan looks at how in the third story in his Rethinking College series.

The classes, known as MOOCs, were once hailed as the next big disruption to traditional higher education, opening the door to a college education to anyone, anywhere in the world. But the low percentage of students who complete such classes on their own, and the fact that most people who sign up for MOOCs already have a college degree, have educators rethinking how the new format for college coursework can best be put to use.

Instead of thinking of MOOCs as a self-directed route to a college education, Georgia Tech has taken both massive and open out of the equation and is using the format of short video lectures and online coursework to offer a $6,000 master’s degree in computer science.

Other universities are still wrestling with the decision concerning whether to recognize students’ work in the free courses offered by organizations like edX, Coursera and Udacity.

Earlier this month On Campus, the higher education desk at Boston’s WGBH, looked into what college and universities leaders are thinking about how MOOCs that students independently might fit into their formal college career.

[ Full article available at PBS NewsHour: ]

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Posted by on August 27, 2014 in MOOCs in the News


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