MOOCs face a storm of opposition that underestimates their challenge to traditional education. Given their popularity, why are there so many myths about MOOCs floating around? Debunking the myths about MOOCs leaves us free to challenge our assumptions — and our imaginative possibilities — by questioning the seeming inevitability of educational orthodoxy.
Universities should be able to take lectures or other course material and make it available online for student consumption anytime, anywhere and on any device. But, it’s not just about distributing course content – it’s about creating the same kind of social experience in a virtual world as the student might experience in a traditional classroom.
Effective online learning takes more than just putting up some videos and articles. It requires incremental improvement of a skill over time.
So, what is this MOOC thing anyway? Great video explains it for the MOOC novice.
Literature review of MOOCs and other types of online courses. Amid all of the hype, it's nice to know what research says!
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...
If the traditional lecture is no longer considered adequate for teaching in a digital world, then why continue to rely on it for teaching educators?
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.