When it comes to four-year college degree attainment, a rising tide lifts all boats. According to research out this week from the University of Cincinnati, higher levels of college-degree attainment in an area boost the employment rate for all in that area. In fact, the least educated receive the biggest boost in terms of spillover effect.
How do you make a course with 300,000 students enrolled in any way intimate? How do you foster give-and-take among the participants? How do you avoid rampant cheating? And perhaps most vexing, how do you evaluate the work of students in such courses, especially ones that don’t lend themselves to multiple choice scantron tests.
A new study finds that a majority students with low incomes but high academic ability never apply to a single competitive college. Further, the study finds that many colleges are searching for these students at a very small number of high schools -- and in the process are missing lots of other talent
An increasing number of prominent colleges and universities in the United States are offering free online classes through a series of new high-profile ventures aimed at overhauling higher education in the country.
If you only paid attention to the higher education establishment and the elite writers of the East and West Coasts, you might think that the most important issue in higher education today is how to provide access to college for more students.
Ohio State University recently signed on to give some MOOCS of their own. Wayne Carlson is the Dean of Students at Ohio State University. And although he’s not a fan of the acronym, he is pretty excited about the technology. MOOC basically refers to classes that are put online, available to anyone in the world. They don’t count for credit, but they are free. Ohio State just teamed up with Coursera, a tech company that is one of the biggest MOOC providers, an effort headed by Carlson.
“It can’t have escaped notice that it’s not just the year of the MOOC, it’s also the year of student debt,” Daniel Denecke, associate vice president of programs and best practices for the Council of Graduate Schools, told deans during the organization’s annual meeting Friday. “Student debt topped $1 trillion this year for the first time.”
Radical modernisers and educational traditionalists clashed at this year’s Online Educa Berlin (OEB) conference in Germany’s capital. Donald Clark, a director of the United Kingdom’s University for Industry, called for a new approach to accreditation. Addressing the motto of this year’s OEB, “Reaching beyond Tomorrow”, participants discussed the motion that “a ban on diplomas and degrees awarded by schools and universities would have a positive impact on competence development and lifelong learning”.
Here are five elements that may help MOOCs: Properly set student expectations. Provide more flexible structure. Subsume more elements of DIY-Hacker-Maker movement. Improve peer contact and support. Support self-selection of pacing by offering slower, normal, and accelerated schedules.
NanoHUB-U courses are massive open online courses (MOOCs) broadly accessible to students in any branch of science or engineering. All courses are so far developed by Purdue University professors for worldwide audiences.
To milk a MOOC for all that you can get out of it, use a recognized credit-by-examination program to provide proof positive to your school, employer – or yourself – that what you really learned what you studied.
Why is it that introducing profit as a motivator into higher education makes that endeavor suspect, while we don't seem to believe this to be true for journalism, publishing, media, technology or any other information or service industry? If we have issues with how government regulates for-profit education and structures the rules for student loans, why is it that we don't take on the government regulators and regulations rather than attack the for-profit institutions that are operating within the laws and regulations? Isn't is possible that we may believe that our (non-profit) institutions offer a superior social and individual value to those in the for-profit sector, yet it is also possible that we may learn some things about how to improve our institutions from the for-profits?
With at least $16 billion in federal funds and grants at stake next year if the government goes over the fiscal cliff, the nation’s universities and primary and secondary education systems are waging a pricey and unprecedented lobbying effort to try to protect those funds from automatic cuts set to take effect in early January.
The Academic Financial Trading Platform (AFTP) has a two-prong objective: (1) Offer massively open online business courses by faculty from the world's top business schools to a broad community of students, researchers, and practitioners around the world.
The Coursera website describes the course Critical Thinking in Global Challenges as one which will help students to “develop and enhance [their] ability to think critically, assess information and develop reasoned arguments in the context of the global challenges facing society today.” This course is taught by Mayank Dutia and Celine Caquineau, both of the School of Biomedical Sciences at the University of Edinburgh.
College-aid fraud rises as online study grows, As online college classes grow in popularity, financial-aid fraud rings are increasing as well, Arizona authorities say. Online education appears to be a growing target for financial aid fraud, The Arizona Republic reported. Authorities have uncovered three schemes In the last three years at Rio Salado College, an online campus of the Maricopa Community Colleges, and those schemes involved hundreds of thousands of dollars. The Apollo Group, the parent company of the University of Phoenix, has referred 850 potential fraud cases to federal authorities since 2009, and about 25 of those cases have been prosecuted.
On one hand, a college degree has become increasingly important in a knowledge economy. On the other hand, costs have increased and more people are borrowing more money to attend college. This underscores questions that have been raised both from the perspective of what students actually learn and what their earning potential becomes.
Until recently, e-learning was most prominently associated with the novelty degree—a degree from a nonexistent university or college (or sometimes a fake degree from an existing university or college). Now we might be heading into a golden age of virtual education, where high-quality courses are available to everyone and not just those who can afford US $40 000 a year for tuition. Now that’s a tune I’d like to study.
On the day his online education startup revealed it raised $12 million, Udemy co-founder and CEO Eren Bali posted a touching and inspiring blog about how as a youth in a one-room school in a small Turkish village he was able use the Internet to teach himself and enable himself to win medals in national and international math competitions.
According to the Yale Daily News, faculty members met Thursday to discuss the expansion of the online learning program at Yale. An interesting aspect to the Committee on Online Education presentation was the suggestion for faculty to participate in MOOCs (Massive Open Online Courses). Harvard, Princeton and Stanford all offer MOOC courses through edX or Coursera.
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