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MOOCs: Been There, Done That

Thomas M. Rollins, founder of The Teaching Company, has recently written an article on the Chronicle for Higher Education discussing how the MOOC model has been done before. Rollins points out that he isn’t referring to mail correspondence, radio lectures, or “educational television. Instead he refers to the period from 1998 to 2006 when a […]

MOOCs Have the Potential to Change How Instructors Handle Classrooms

According to an article by the Chronicle of Higher Education, MOOCs have the potential to transform the way instructors’ handle their classroom by turning a traditional lecture based classroom into a ‘flipped classroom.’ Lectures oftentimes “masks a lot of disinterests” amongst students, causing only those interested in the subject to succeed. In a flipped classroom, […]

Why MOOC Professors Shouldn’t Be Called “Rock Stars”

Having been around for some time now, MOOCs have generated a considerable amount of hype, especially with its professors being perceived as “rock stars”. Kevin Werbach, an associate professor of legal studies and business ethics at the University of Pennsylvania’s Wharton School, recently wrote an article in The Chronicle of Higher Education detailing his opinion […]

MOOCs are no longer “disruptive”

Steve Kolowich recently wrote an article for The Chronicle of Higher Education discussing the declining interest and appeal for MOOCs (Massive open online courses) in California. There are many reasons as to why this is occurring to MOOCs, a once promising solution for the accessibility and democratization of higher education that garnered an immense amount of […]

Low MOOC Completion Rate

According to an article, written by Chris Parr for Times Higher Education, the average completion rate for MOOCs is less than 7%. Based on doctoral student Katy Jordan’s personal research on MOOCs and the completion rate for such courses, she discovered that an average of 6.8% of students completed the entirety of a course. This research […]