There are things to be said about MOOCs that are somewhat new — or at least significant — to education and educational research: "massive" participation.
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It’s nearly impossible to get into MIT, very expensive to enroll there, and exceedingly hard to graduate, which are some of the reasons why MIT degrees are so coveted. But very soon you’ll be able to take a series of online courses in computer science and earn an official certificate...
There are several studies that appear to show that MOOC discussion forums have few students participating and that the forums are dominated by a small number of students.
Is it just us, or are we already suffering from “MOOC fatigue”? Who would have thought that such a question could be asked of a phenomenon that has only just begun? But we as a community know a few things about online learning and what makes it work and the main thing we know is that a MOOC does not define online learning. It is simply a particular type of online learning, a subset of the larger whole. Online learning contains many different types of delivery strategies and the MOOC is but one.
Until now, massive open online courses have mostly reinforced existing hierarchies in higher education. MOOC providers have recruited elite institutions and offered them and their professors the opportunity to broadcast their courses to the world. But now edX is joining forces with Google to create a spinoff Web site where ordinary folks—and professors at colleges that have not been invited to joi