To be clear, this is not to suggest that we wholesale abandon standardized testing. These tests should be part of a much more balanced scorecard that includes many other more important measures. But we do need to greatly deemphasize the role these assessments currently play.
In order to improve persistence among diverse groups of students, higher education leaders should shun rhetoric and instead research and attack the root causes of failure. Those were some of the key points that Anthony S. Bryk, President of the Carnegie Foundation for the Advancement of Teaching, made Tuesday at the annual meeting of the State Higher Education Executive Officers Association, or SHEEO.
There are several big reasons MOOCs won't fully 'disrupt' higher ed.
Given the history of universities and colleges in the United States, chances are that many higher education institutions (non-elite and community colleges) will continue to retrofit and transform MOOCs into credit-bearing courses that will yield revenue. MOOCs will not revolutionize higher education.
Foundation essay: This article on the rise of massive open online courses by Martin Weller, Professor of Educational Technology at The Open University, is part of a series marking the launch of The Conversation…...
A MOOC serves a purpose -- no one can argue that. But it does not yet serve the purpose of high-quality online education, and until it does, conflating the two only serves to highlight a deeply flawed premise, which gets us nowhere.
The tipping point for higher education is occurring. Public opinion dictates that it is time for change and compromise. There must be an acknowledgement that workforce skills training is within the role and responsibility of higher education. There must be a curricular balance struck and until a serious discussion takes place on college campuses around the country about applied learning, students will continue to suffer the consequences.
Prior Learning Assessment (PLA) is increasingly acknowledged to be an important component of degree completion, particularly for adult students. With the rise in availability of Massive Open Online Courses (MOOCs) and other ways students can learn outside of a traditional classroom, it is even more important for institutions to find ways to encourage those students with the initiative and maturity to learn independently. However, institutional acceptance of PLA is still generally low.
As scores of colleges rush to offer free online classes, the mania over massive open online courses may be slowing down. Even top proponents of MOOCs are acknowledging critical questions remain unanswered, and are urging further study.
Just in case you want to listen in to the House Education and the Workforce Committee hearings “Keeping College Within Reach: Improving Higher Education through Innovation starring Scott Jenkins, WGU; Pam Tate, CAEL; and, Burck Smith, StraighterLine — click her for the archived video.
Rising tuition fees and an ailing job market continue to perpetuate a cycle of spiralling student debt and lost opportunities. Unless this can be addressed, higher education will continue to represent an increasingly risky and uncertain investment in the years to come.
Some of the wealthiest American universities are starting to invest in Africa, seeing the potential for large gains, Reuters reported. Northwestern University, with holdings in companies in Kenya and Nigeria, recently doubled its African investments.
Connnecting companies with classrooms yields benefits for both. Directly comparing MOOCs to traditional classrooms may prevent us from realizing the true potential of global online education. Perhaps it's time we stop trying to fit MOOCs into old educational molds and start considering how we can harness their powers in new and exciting ways.
Peter Orszag considers that possibility in his recent column. About one in four bartenders has some kind of degree. Orszag draws heavily on this paper by Beaudry and Green and Sand, which postulates falling returns to skill.
There are college alternatives for those who seek a faster path to a career. For instance, career-oriented diplomas and degree programs focus on curricula that train students for high-demand professions, such those in health care, information technology or skilled trades.
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