The online education platform provider EdCast, Silicon Valley’s latest contribution to the ed-tech space, wants to be simultaneously massive and intimate, private and public -- and preferably to stay out of the spotlight.
Given that millions of people register for MOOCs (Massive Open Online Courses), it is perhaps not surprising that much has been written to date about these still-evolving education platforms.
But what do we know about who is enrolled in MOOCs? Or how these platforms are (or aren’t) supporting learning? In today’s article we take a look at some fresh studies from the field to sketch out early observations about the usage and impacts of MOOCs. http://ow.ly/zrs0H
Distance learning is familiar to many of those pursuing professional financial qualifications. Both the renowned Chartered Financial Analyst (CFA) programme and the ACCA qualification, offered by the Association of Chartered Certified Accountants,
Massive open online courses provided by business schools do not appear to threaten their existing markets, according to research published today by the University of Pennsylvania. Penn researchers surveyed 875,000 students who enrolled in nine Moocs
The news media’s appetite for MOOC stories has been insatiable. So when the University of Pennsylvania sent an email inviting several hundred education reporters to a seminar on massive open online courses, it anticipated a healthy turnout.
The introduction of MOOCs (Massive Open Online Courses) a couple of years ago prompted a heady mixture of excitement, panic, and scepticism.
Since then, a lot has happened. ICEF Monitor looks at the current stage of MOOCs as well as the new offshoots they have spawned: SPOCs (Small Private Online Courses) and SOOCs (Selective Open Online Courses).
According to some experts, these smaller, more selective programme models may be more than an alternative to MOOCs; they may be the more sustainable and engaging forms of online learning in a "post-MOOC" era.
VideoTwo of the hot topics in education in the last few years have been Massive Open Online Courses (MOOCs) and the flipped classroom. I’ve been experimenting with both of them. What I’ve learned (besides being able to use the word “pedagogy” in a sentence) is 1) assigning students lectures as homework doesn’t guarantee [...]
Massive open online courses, or Moocs, may be higher education’s current fad but they fail on two counts – mass and openness – according to the president of Stanford University, which has helped pioneer teaching via the internet.
While college presidents are skeptical about massive open online courses (MOOCs), they see plenty of potential "positive impact" with hybrid courses that blend face-to-face and online learning as well as adaptive learning that uses technology to modify lessons based on the progress shown by students.
In February the FT business education team launched the Business School Challenge, a quiz in which teams of MBA students pit their wits against each other in aid of the FT’s annual charity – this year it was World Child Cancer. I was impressed by
"Massive open online courses (MOOCs) are still pretty new but more and more universities, platform providers and publishers are beginning to create MOOCs to raise their profile and showcase high-quality materials. But there is a risk that reputations can take a serious hit if materials and data are being used incorrectly, or without permission."
From Mr Matt Wingfield. Sir, John Hennessy, the president of Stanford University, is mistaken in his assertion that massive open online courses (Moocs) are “too large to engage and motivate most students successfully” (“Problems identified with Mooc
You don’t need to be a Harvard University student to take a massive open online course from Harvard—throwing open the gates to all comers is the idea, after all. But being a Harvard graduate still has its perks, even within the democratized landscape of MOOCs.