OnlineCollege.org recently posted an interesting infographic based on research done by Columbia University’s Community College Resource Center. The study analyzed 500,000 courses taken by 40,000 students within 34 Washington State colleges.
The infographic breaks up student success by many different factors–race, age, gender, and experience going into the course. As you will see, it seems to be harder for some groups of students to adapt to the online learning environment…in fact, it claims that all participants in the study did less well in online courses than they did in traditional face-to-face courses.
Check out the infographic after the jump:
The California State University has provided an extensive list of free online courses on their website. Provided on this site are Open CourseWare (OCW), featuring MERLOT.org; institutions providing OCWs, such as MIT OpenCourseWare, The Open University, and UC College Prep Open Access; and Massively Open Online Courses (MOOCs), including edX, Udacity, and Coursera.
For more information and a full list of OCWs and MOOCs, please click here.
The prominent and effective uses of MOOCs (Massively Open Online Courses) has been both encouraging and illustrative of the wide acceptance, nationally and internationally, of integrated technology within the areas of higher education. It also presents a very promising perspective of how conventional classrooms and educational systems have welcomed and utilized these tools in creative ways that work to continually enhance the distribution, reception, and overall experiences of teaching and learning.
One instance of such use was explained in an article written last week by Thomas L. Friedman for The New York Times. Friedman speaks about his experiences learning about those who have used MOOCs in their own courses, including his friend Michael Sandel, and the impact that has come from being exposed to such a democratized approach to higher education.