Massive open online course

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Rudakova, L.M (2016), indicate that MOOC is designed to decrease the unequal access to getting knowledge, but that does not mean every individual can enjoy the same equality in course completion rate. From their research, there are three main factors that cause inequality, which are degree of education, experience of MOOCs and gender. The survey shows that 18% of high-education students complete the course while only 3% low-education students complete. To be more visualized, 84–88% of students who have completed the course are high-educational. What's more, among students who have completed the course, 65–80% of students have at least one experience of using online learning platform comparing to 6–31% of students who have no experience. Gender also influences the completion rate. In general, 6–7% more men than women complete the course because women are supposed to do household in many countries, which distracts women's attention in learning.

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that the study explored were whether there exist underlying distinct classes (categories) of self-regulated learners and if the membership in these classes was associated with measures such significantly different online course completion, online final grade, or GPA. The results show that there exist different latent classes of self-regulated learning within the population of online students, designated as high, moderate, and low self-directed learning. In addition, the results support the hypothesis that there is an association between the self-directed learning class the student belongs to with the significantly different course completion rate or course achievement (course achievement was measured by the completion of the online courses, the final online course grade and the cumulative GPA). In other words, course completion and self-directed learning in students were found to be significantly related.

318: 1212:. A study of edX student habits found that certificate-earning students generally stop watching videos longer than 6 to 9 minutes. They viewed the first 4.4 minutes (median) of 12- to 15-minute videos. Some traditional schools blend online and offline learning, sometimes called flipped classrooms. Students watch lectures online at home and work on projects and interact with faculty while in class. Such hybrids can even improve student performance in traditional in-person classes. One fall 2012 test by San Jose State and edX found that incorporating content from an online course into a for-credit campus-based course increased pass rates to 91% from as low as 55% without the online component. "We do not recommend selecting an online-only experience over a blended learning experience", says Coursera's Andrew Ng. 1826:

confident in their English language communication abilities. Discussion forums may also be an uncomfortable means of communication especially for ELLs from Confucian cultures, where disagreement and arguing one’s points are often viewed as confrontational, and harmony is promoted. Therefore, while ELLs may be perceived as being uninterested in participating, research studies show that they do not show the same hesitation in face to face discourse. Finally, ELLs may come from high power distance cultures, where teachers are regarded as authority figures, and the culture of back and forth conversations between teachers and students is not a cultural norm. As a result, discussion forums with active participation from the instructors may cause discomfort and prevent participation of students from such cultures.

928:. In the words of Prof. Thangaraj from IIT-Madras the prime mover of this initiative the motivation for these MOOCs was "...a huge number of people in India, students particularly, who have a strong analytical and problem-solving background. Not all of them get into IITs or the top institutions. What happens to those guys?..". With the aim of providing high-quality lectures with Indian faculty, to complement the mostly European and USAmerican offerings these courses were offered. Today most of them combine video lectures, online and in person exams and certification. The offering is currently approximately 3,000 courses. The courses are free if one does not want a certificate, i.e. audit mode. For certification the platform charges approximately ₹1,000 (approximately US$ 12). 1110:

out the course. In addition, students who actively participated in the course since the first week were 35% less likely to drop out of the course, compared with the average population. Lastly, the analysis of the patterns of attrition in a sub community showed that attrition was related to the engagement of the particular students with one another. One interpretation of this finding according to Rosé et al. (2014) is that while participating in MOOCs, students create virtual cohorts who progress and engage with the material in similar ways. Thus, if students start dropping out, then that might cause other students to drop out as they might perceive the environment as less supportive or engaging without their peers.

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of a proper introduction to course technology and format, clunky technology and abuse on discussion boards. Hidden costs were cited, including required readings from expensive textbooks written by the instructor that also significantly limited students' access to learning material. Other non-completers were "just shopping around" when they registered, or were participating for knowledge rather than a credential. Other reasons for the poor completion rates include the workload, length and difficulty of a course. In addition, some participants participate peripherally ("lurk"). For example, one of the first MOOCs in 2008 had 2200 registered members, of whom 150 actively interacted at various times.

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course. According to the visualizations and analysis conducted by Katy Jordan (2015), the investigated MOOCs have a typical enrollment of 25,000, even though enrollment has reached a value up to ~230,000. Jordan reports that the average completion rate for such MOOCs is approximately 15%. Early data from Coursera suggest a completion rate of 7–9%. Coffrin et al. (2012) report the completion rates are even lower (between 3 and 5%), while they say there is a consistent and noticeable decline in the number of students who participate in the course every week. Others have also shown attrition rates similar to Coffrin. One example is the course

8052: 1652:, and ultimately enhance their quality of life. MOOCs may be regarded as contributing to the democratisation of HE, not only locally or regionally but globally as well. MOOCs can help democratise content and make knowledge reachable for everyone. Students are able to access complete courses offered by universities all over the world, something previously unattainable. With the availability of affordable technologies, MOOCs increase access to an extraordinary number of courses offered by world-renowned institutions and teachers. 1205:(PCAST) that MOOC "courses are 'designed to be challenges,' not lectures, and the amount of data generated from these assessments can be evaluated 'massively using machine learning' at work behind the scenes. This approach, he said, dispels 'the medieval set of myths' guiding teacher efficacy and student outcomes, and replaces it with evidence-based, 'modern, data-driven' educational methodologies that may be the instruments responsible for a 'fundamental transformation of education' itself". 186: 1242:, which guide the grader on how many points to award different answers. These rubrics cannot be as complex for peer grading as for teaching assistants. Students are expected to learn via grading others and become more engaged with the course. Exams may be proctored at regional testing centers. Other methods, including "eavesdropping technologies worthy of the C.I.A.", allow testing at home or office, by using webcams, or monitoring mouse clicks and typing styles. Special techniques such as 1178: 1156: 40: 385: 1147: 1273:

forums, asking brief questions in the middle of the lecture, updating weekly videos about the course and sending congratulatory emails on prior accomplishments to students who are slightly behind. Grading by peer review has had mixed results. In one example, three fellow students grade one assignment for each assignment that they submit. The grading key or rubric tends to focus the grading, but discourages more creative writing.

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English as a global language, and therefore has more second language speakers than any other language in the world. This barrier has encouraged content developers and other MOOC stakeholders to develop content in other popular languages to increase MOOC access. However, research studies show that some ELLs prefer to take MOOCs in English, despite the language challenges, as it promotes their goals of economic, social, and

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However, some providers require paid subscriptions for acquiring graded materials and certificates. They employ elements of the original MOOC, but are, in some effect, branded IT platforms that offer content distribution partnerships to institutions. The instructor is the expert provider of knowledge, and student interactions are usually limited to asking for assistance and advising each other on difficult points.

351:(i.e. evolving materials should be targeted at future learning). cMOOC instructional design approaches attempt to connect learners to each other to answer questions or collaborate on joint projects. This may include emphasizing collaborative development of the MOOC. Andrew Ravenscroft of the London Metropolitan University claimed that connectivist MOOCs better support collaborative dialogue and knowledge building. 165:. Typically fewer than five percent of the students would complete a course. For example the Stanford Honors Cooperative Program, established in 1954, eventually offered video classes on-site at companies, at night, leading to a fully accredited Master's degree. This program was controversial because the companies paid double the normal tuition paid by full-time students. The 2000s saw changes in 619:, launched by Sebastian Thrun and Peter Norvig a number of other innovative courses have emerged. As of May 2014, more than 900 MOOCs are offered by US universities and colleges. As of February 2013, dozens of universities had affiliated with MOOCs, including many international institutions. In addition, some organisations operate their own MOOCs – including Google's Power Search. 589:

Udacity offered 26 courses. The number of courses offered has since increased dramatically: As of January 2016, edx offers 820 courses, Coursera offers 1580 courses and Udacity offers more than 120 courses. According to FutureLearn, the British Council's Understanding IELTS: Techniques for English Language Tests has an enrollment of over 440,000 students.

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recurringly, and the top-performing students are admitted to a BSc and MSc program in Computer Science at the University of Helsinki. At a meeting on E-Learning and MOOCs, Jaakko Kurhila, Head of studies for University of Helsinki, Department of Computer Science, claimed that to date, there have been over 8000 participants in their MOOCs altogether.

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material with face-to-face instruction. Providers can charge employers for recruiting its students. Students may be able to pay to take a proctored exam to earn transfer credit at a degree-granting university, or for certificates of completion. Udemy allows teachers to sell online courses, with the course creators keeping 70–85% of the proceeds and

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lectures followed by multiple choice questions can be challenging since they are often the "right questions". Smaller discussion boards paradoxically offer the best conversations. Larger discussions can be "really, really thoughtful and really, really misguided", with long discussions becoming rehashes or "the same old stale left/right debate".

1745:, who finds an "absence of serious pedagogy in MOOCs", and indeed in all of higher education. He criticized the format of "short, unsophisticated video chunks, interleaved with online quizzes, and accompanied by social networking." An underlying reason is simple cost-cutting pressures, which could hamstring the higher education industry. 123: 190: 188: 1102:

diverse purposes. For example, Khe Foon Hew (2016) indicates that some students take part in the MOOCs just for interest or finding extrinsic value of course. They drop the course if the course does not satisfy their purpose. However, completion rate is objective enough to reflect engagement of students.

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projects, assignments, and more can be completed to incorporate the skills and resources that different learners offer no matter where they are located. Distance and collaboration can benefit learners who may have struggled with traditionally more individual learning goals, including learning how to write.

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Should one-size-fits-all vendor-designed blended courses become the norm, we fear two classes of universities will be created: one, well-funded colleges and universities in which privileged students get their own real professor; the other, financially stressed private and public universities in which

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The next disruptor will likely mark a tipping point: an entirely free online curriculum leading to a degree from an accredited institution. With this new business model, students might still have to pay to certify their credentials, but not for the process leading to their acquisition. If free access

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and taken by thousands of Harvard students over prior decades. It appealed to alumni to volunteer as online mentors and discussion group managers. About 10 former teaching fellows also volunteered. The task of the volunteers, which required 3–5 hours per week, was to focus on online class discussion.

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One online survey published a "top ten" list of reasons for dropping out of a MOOC. The list involved reasons such as the course required too much time, or was too difficult or too basic. Reasons related to poor course design included "lecture fatigue" from courses that were just lecture videos, lack

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Other studies focus on exploring how motivation and self-regulated learning could be related to MOOC dropout and attrition. Carson (2002) investigated characteristics of self-directed learning in students of grades 8–12 who took online courses through a statewide online program. Two of the hypothesis

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at Duke University, where 12,725 students enrolled, but only 7,761 ever watched a video, 3,658 attempted a quiz, 345 attempted the final exam, and 313 passed, earning a certificate. Students paying $ 50 for a feature (designed to prevent cheating on exams) have completion rates of about 70%. Yang et

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A study from Stanford University's Learning Analytics group identified four types of students: auditors, who watched video throughout the course, but took few quizzes or exams; completers, who viewed most lectures and took part in most assessments; disengaged learners, who quickly dropped the course;

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launched the first Latin American MOOC titled "Desarrollando Aplicaciones para iPhone y iPad" This MOOC is a Spanish remix of Stanford University's popular "CS 193P iPhone Application Development" and had 5,380 students enrolled. The technology used to host the MOOC was the Galileo Educational System

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Areas that ELLs particularly struggle with in English MOOCs include MOOC content without corresponding visual supporting materials (e.g., an instructor narrating instruction without text support in the background), or their hesitation to participate in MOOC discussion forums. Active participation in

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At least one alternative to MOOCs has advocates: Distributed Open Collaborative Courses (DOCC) challenge the roles of the instructor, hierarchy, money and massiveness. DOCC recognizes that the pursuit of knowledge may be achieved better by not using a centralized singular syllabus, that expertise is

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Kris Olds (2012) argues that the "territorial" dimensions of MOOCs have received insufficient discussion or data-backed analysis, namely: 1. the true geographical diversity of enrolls in/completes courses; 2. the implications of courses scaling across country borders, and potential difficulties with

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degrees starting Fall 2013, the first public university to do so on a system-wide basis. The university encouraged students to take online-courses such as MOOCs and complete assessment tests at the university to receive credit. As of 2013 few students had applied for college credit for MOOC classes.

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Course developers could charge licensing fees for educational institutions that use its materials. Introductory or "gateway" courses and some remedial courses may earn the most fees. Free introductory courses may attract new students to follow-on fee-charging classes. Blended courses supplement MOOC

1257:. Her research compared online-only and face-to-face learning in studies of community-college students and faculty in Virginia and Washington state. Among her findings: In Virginia, 32% of students failed or withdrew from for-credit online courses, compared with 19% for equivalent in-person courses. 588:

By November 2013, edX offered 94 courses from 29 institutions around the world. During its first 13 months of operation (ending March 2013), Coursera offered about 325 courses, with 30% in the sciences, 28% in arts and humanities, 23% in information technology, 13% in business and 6% in mathematics.

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faculty rejected the opportunity to work with edX based on a perceived incompatibility with their seminar-style classes and personalized feedback. Some were concerned about issues such as the "information dispensing" teaching model of lectures followed by exams, the use of multiple-choice exams and

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et al. (2014) investigate how three social factors make predictions on student attrition, for students who participated in the course discussion forum. The authors found that students who serve as authorities in the community seem to be more committed to the community and thus less inclined to drop

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The medians were: 33,000 students enrollees; 2,600 passing; and 1 teaching assistant helping with the class. 74% of the classes used automated grading, and 34% used peer grading. 97% of the instructors used original videos, 75% used open educational resources and 27% used other resources. 9% of the

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surveyed 103 professors who had taught MOOCs. "Typically a professor spent over 100 hours on his MOOC before it even started, by recording online lecture videos and doing other preparation", though some instructors' pre-class preparation was "a few dozen hours". The professors then spent 8–10 hours

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As MOOCs developed with time, multiple conceptions of the platform seem to have emerged. Mostly two different types can be differentiated: those that emphasize a connectivist philosophy, and those that resemble more traditional courses. To distinguish the two, several early adopters of the platform

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Holmes, Prue (1 October 2005). "Ethnic Chinese Students' Communication with Cultural Others in a New Zealand University This paper was first presented at the Australia New Zealand Communication Association (ANZCA) conference at Coolangatta, Queensland, Australia, in July 2002. The work is based on

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Language of instruction is one of the major barriers that ELLs face in MOOCs. In recent estimates, almost 75% of MOOC courses are presented in the English language, however, native English speakers are a minority among the world's population. This issue is mitigated by the increasing popularity of

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Another alternative to MOOCs is the self-paced online course (SPOC) which provides a high degree of flexibility. Students can decide on their own pace and with which session they would like to begin their studies. According to a report by Class Central founder Dhawal Shah, more than 800 self-paced

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In September 2013, edX announced a partnership with Google to develop MOOC.org, a site for non-xConsortium groups to build and host courses. Google will work on the core platform development with edX partners. In addition, Google and edX will collaborate on research into how students learn and how

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The learning environments of MOOCs make it easier for learners across the globe to work together on common goals. Instead of having to physically meet one another, online collaboration creates partnerships among learners. While time zones may have an effect on the hours that learners communicate,

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and sold to students individually or in newly formed bundles. These services include research, curriculum design, content generation (such as textbooks), teaching, assessment and certification (such as granting degrees) and student placement. MOOCs threaten existing business models by potentially

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Research by Kop and Fournier highlighted as major challenges the lack of social presence and the high level of autonomy required. Techniques for maintaining connection with students include adding audio comments on assignments instead of writing them, participating with students in the discussion

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Besides those factors cause the low completion rate in MOOCs, the inequality on receiving knowledge affected by different characters of individuals also has a huge influence on the consequence of completion rate. Actually, MOOC is not as fair as we expected. Russian researchers Semenova, T.V. and

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In January 2012, University of Helsinki launched a Finnish MOOC in programming. The MOOC is used as a way to offer high-schools the opportunity to provide programming courses for their students, even if no local premises or faculty that can organize such courses exist. The course has been offered

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Researching studies show a “complex mix of affective, socio-cultural, and educational factors” that are inhibitors to their active participation in discussion forums. As expected, English as the language of communication poses both linguistic and cultural challenges for ELLs, and they may not be

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The costs of tertiary education continue to increase because institutions tend to bundle too many services. With MOOCs, some of these services can be transferred to other suitable players in the public or private sector. MOOCs are for large numbers of participants, can be accessed by anyone

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Before analyzing some factors which is related to attrition rates and course drop out, one important thing one should keep in mind is that average completion rate for MOOCs is not a good indicator. Completion rate does not reflect the overall view of every student because different students have

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on message boards and the relative slowness of online vs. personal conversations lowered that rating. Assignments included multiple-choice quizzes and exams as well as essays and projects. He found the multiple-choice tests stressful and peer-graded essays painful. He completed only 2 of the 11

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graded his experience in 11 MOOC classes overall as a "B". He rated his professors as '"B+", despite "a couple of clunkers", even comparing them to pop stars and "A-list celebrity professors". Nevertheless, he rated teacher-to-student interaction as a "D" since he had almost no contact with the

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The effectiveness of MOOCs is an open question as completion rates are substantially less than traditional online education courses. Alraimi et al. (2015) explained in their research model a substantial percentage of the variance for the intention to continue using MOOCs, which is significantly

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through Coursera starting in April 2013 registered 17,000 students. About 60% were from "rich countries" with many of the rest from middle-income countries in Asia, South Africa, Brazil or Mexico. Fewer students enrolled from areas with more limited access to the internet, and students from the

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A range of courses have emerged; "There was a real question of whether this would work for humanities and social science", said Ng. However, psychology and philosophy courses are among Coursera's most popular. Student feedback and completion rates suggest that they are as successful as math and

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Despite their potential to support learning and education, MOOCs have a major concern related to attrition rates and course drop out. Even though the number of learners who enroll in the courses tends to be in the thousands range, only a very small portion of the enrolled learners complete the

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MIT and Stanford University offered initial MOOCs in Computer Science and Electrical Engineering. Since engineering courses need prerequisites so at the outset upper-level engineering courses were nearly absent from the MOOC list. By 2015, several universities were presenting undergraduate and

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Jonathan Haber focused on questions of what students are learning and student demographics. About half the students taking US courses are from other countries and do not speak English as their first language. He found some courses to be meaningful, especially about reading comprehension. Video

418:, in what has been called a "stampede". Dozens of universities in Canada, Mexico, Europe and Asia have announced partnerships with the large American MOOC providers. By early 2013, questions emerged about whether academia was "MOOC'd out". This trend was later confirmed in continuing analysis. 739:

Startup Wedubox (finalist at MassChallenge 2013) launched the first MOOC in finance and third MOOC in Latam, the MOOC was created by Jorge Borrero (MBA Universidad de la Sabana) with the title "WACC and the cost of capital" it reached 2.500 students in Dec 2013 only 2 months after the launch.

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xMOOCs have a much more traditional course structure. They are characterized by a specified aim of completing the course obtaining certain knowledge certification of the subject matter. They are presented typically with a clearly specified syllabus of recorded lectures and self-test problems.

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Udacity, which is offering an online master's degree in computer science in partnership with Georgia Tech, reported in October 2013 that applications for the term starting in January 2014 were more than double the number of applications that Georgia Tech receives for its traditional program.

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Academic Partnerships is a company that helps public universities move their courses online. According to its chairman, Randy Best, "We started it, frankly, as a campaign to grow enrollment. But 72 to 84 percent of those who did the first course came back and paid to take the second course."

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By June 2012, more than 1.5 million people had registered for classes through Coursera, Udacity or edX. As of 2013, the range of students registered appears to be broad, diverse and non-traditional, but concentrated among English-speakers in rich countries. By March 2013, Coursera alone had

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MOOCs can be seen as a form of open education offered for free through online platforms. The (initial) philosophy of MOOCs is to open up quality higher education to a wider audience. As such, MOOCs are an important tool to achieve goal 4 of the 2030 Agenda for Sustainable Development.

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In the UK of summer 2013, Physiopedia ran their first MOOC regarding Professional Ethics in collaboration with University of the Western Cape in South Africa. This was followed by a second course in 2014, Physiotherapy Management of Spinal Cord Injuries, which was accredited by the

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hosted MOOCs through several universities starting with 2011's 'Digital Storytelling' (ds106) MOOC. MOOCs from private, non-profit institutions emphasized prominent faculty members and expanded existing distance learning offerings (e.g., podcasts) into free and open online courses.

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claimed that MOOCs are not a reliable means of supplying credentials, stating that "It’s fine to put lectures online, but this plan only degrades degree programs if it plans to substitute for them." Sandra Schroeder, chair of the Higher Education Program and Policy Council for the

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No one's got the model that's going to work yet. I expect all the current ventures to fail, because the expectations are too high. People think something will catch on like wildfire. But more likely, it's maybe a decade later that somebody figures out how to do it and make

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was founded in 2006 and the first open course on the platform was organised in 2007. A ten-week course with more than 70 students was used to test the idea of making Wikiversity an open and free platform for education in the tradition of Scandinavian free adult education,

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While Coursera takes a larger cut of any revenue generated – but requires no minimum payment – the not-for-profit edX has a minimum required payment from course providers, but takes a smaller cut of any revenues, tied to the amount of support required for each course.

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According to a Stanford University study of a more general group of students "active learners" – anybody who participated beyond just registering – found that 64% of high school active learners were male and 88% were male for undergraduate- and graduate-level courses.

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business model, the basic product – the course content – is given away free. "Charging for content would be a tragedy", said Andrew Ng. But "premium" services such as certification or placement would be charged a fee – however financial aids are given in some cases.

1837:, not affiliated with Stanford University, founded in 2006, by Dan Coleman, the Director and Associate Dean of Stanford University's Continuing Education Program, aggregates and curates free MOOCs, as well as free cultural & educational media. C. Berman, of the 1098:

al. (2013) suggest that even though there is a large proportion of students who drop out early on due to a variety of reasons, there is a significant proportion of the students who remain in the course and drop out later, thus causing attrition to happen over time.

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to construct an MOOC business course "which will use case studies from the Company Archive alongside research from the University to show how innovation and people are key to business success. The course will be offered by the UK based MOOC platform, FutureLearn.

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Certain lectures, videos, and tests through MOOCs can be accessed at any time compared to scheduled class times. By allowing learners to complete their coursework in their own time, this provides flexibility to learners based on their own personal schedules.

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During a presentation at SXSWedu in early 2013, Instructure CEO Josh Coates suggested that MOOCs are in the midst of a hype cycle, with expectations undergoing wild swings. Dennis Yang, President of MOOC provider Udemy, later made the point in an article for

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Michael Shea writes "By offering courses that are near-impossible to fail and charging upfront fees for worthless certificates, Coursera is simply running a high-tech version of the kind of scams that have been run by correspondence colleges for decades."

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When searching for the desired course, the courses are usually organized by "most popular" or a "topical scheme". Courses planned for synchronous learning are structured as an exact organizational scheme called a chronological scheme, Courses planned for

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Siemens, G. (2013). Massive open online courses: Innovation in education. In McGreal, R., Kinuthia W., & Marshall S. (Eds), Open educational resources: Innovation, research and practice (pp. 5–16). Vancouver: Commonwealth of Learning and Athabasca

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influenced by perceived reputation, perceived openness, perceived usefulness, and perceived user satisfaction. Perceived reputation and perceived openness were the strongest predictors and have not previously been examined in the context of MOOCs

130: 4328: 1304: are also presented as a chronological scheme, but the order the information is learned as a hybrid scheme. In this way it can be harder to understand the course content and complete, because they are not based on an existing 3542: 1512:

Coursera found that students who paid $ 30 to $ 90 were substantially more likely to finish the course. The fee was ostensibly for the company's identity-verification program, which confirms that they took and passed a course.

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In January 2013, Udacity launched its first MOOCs-for-credit, in collaboration with San Jose State University. In May 2013, the company announced the first entirely MOOC-based master's degree, a collaboration between Udacity,

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Although the purpose of MOOCs is ultimately to educate more people, recent criticisms include accessibility and a Westernized curriculum that lead to a failure to reach the same audiences marginalised by traditional methods.

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in June 2013. The first two courses were Basic Physics, taught by Vanderlei Salvador Bagnato, and Probability and Statistics, taught by Melvin Cymbalista and André Leme Fleury. In the first two weeks following the launch at

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of content, structure and learning goals, to promote the reuse and remixing of resources. Some later MOOCs (xMOOCs: extended MOOCs) use closed licenses for their course materials while maintaining free access for students.

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In February 2013, the American Council on Education (ACE) recommended that its members provide transfer credit from a few MOOC courses, though even the universities who deliver the courses had said that they would not. The

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MOOC discussion forums has been found to improve students grades, their engagement, and leads to lower dropout rates, however, ELLs are more likely to be spectators than active contributors in discussion forums.

127: 1731:(2014) argues that they have passed their peak: "They came; they conquered very little; and now they face substantially diminished prospects." Others have pointed to a backlash arising from the tiny completion rates. 1051:

reports that 19 people work on their MOOCs and that more are needed. The platforms have availability requirements similar to media/content sharing websites, due to the large number of enrollees. MOOCs typically use

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Concerned about the commercialization of online education, in 2012 MIT created the not-for-profit MITx. The inaugural course, 6.002x, launched in March 2012. Harvard joined the group, renamed edX, that spring, and

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where the 'C' stands for 'connectivist', and xMOOCs where the x stands for extended (as in TEDx, edX) and represents that the MOOC is designed to be in addition to something else (university courses for example).

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open source license, which requires that all improvements to the platform be publicly posted and made available under the same license. Stanford Vice Provost John Mitchell said that the goal was to provide the

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professors. The highest-rated ("A") aspect of Jacobs' experience was the ability to watch videos at any time. Student-to-student interaction and assignments both received "B−". Study groups that did not meet,

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Assessment can be the most difficult activity to conduct online, and online assessments can be quite different from the brick-and-mortar version. Special attention has been devoted to proctoring and cheating.

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in 2003, developed an online learning platform in 2004–05 for continuing development of health professionals. Courses were originally delivered by Moodle, but were looking more like other MOOCs by 2012.

5638:. CSEDU International Conference on Computer Supported Education 2014. Barcelona, Spain: Yousef, A. M. F., Chatti, M. A., Schroeder, U., Wosnitza, M., Jakobs, H. April 2014. pp. 9–20. Archived from 3849: 6637: 3450: 6218: 4555: 2009: 1748:

The changes predicted from MOOCs generated objections in some quarters. The San Jose State University philosophy faculty wrote in an open letter to Harvard University professor and MOOC teacher

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and distance education, with increasing online presence, open learning opportunities, and the development of MOOCs. By 2010 audiences for the most popular college courses such as "Justice" with

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Uchidiuno, Judith; Ogan, Amy; Koedinger, Kenneth R.; Yarzebinski, Evelyn; Hammer, Jessica (1 January 2016). "Browser Language Preferences as a Metric for Identifying ESL Speakers in MOOCs".

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by Professor James Egan. It featured a storyline and plot to help Leila, a lost humanoid wandering different worlds, in which a learner had to play mini games to advance through the course.

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However, research indicates that completion rates is not the right metric to measure success of MOOCs. Alternate metrics are proposed to measure effectiveness of MOOCs and online learning.

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Uchidiuno, Judith; Hammer, Jessica; Yarzebinski, Evelyn; Koedinger, Kenneth R.; Ogan, Amy (1 January 2017). "Characterizing ELL Students' Behavior During MOOC Videos Using Content Type".

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and attracted approximately 4000 participants with a 40% completion rate. Physiopedia is the first provider of physiotherapy/physical therapy MOOCs, accessible to participants worldwide.

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Before 2013, each MOOC tended to develop its own delivery platform. EdX in April 2013 joined with Stanford University, which previously had its own platform called Class2Go, to work on

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meetings. Stephen Downes considers these so-called cMOOCs to be more "creative and dynamic" than the current xMOOCs, which he believes "resemble television shows or digital textbooks".

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faculty took a similar stance in the spring of 2013. The effect of MOOCs on second- and third-tier institutions and of creating a professorial "star system" were among other concerns.

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Other features associated with early MOOCs, such as open licensing of content, open structure and learning goals, and community-centeredness, may not be present in all MOOC projects.

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Unlike traditional courses, MOOCs require additional skills, provided by videographers, instructional designers, IT specialists and platform specialists. Georgia Tech professor

7933: 5930: 5342: 4578: 3241: 2716: 1818:. This emphasizes the need to not only provide MOOC content in other languages, but also to develop English language interventions for ELLs who participate in English MOOCs. 1202: 6283: 6017: 3117: 2993:. International Review of Research in Open and Distance Learning, Vol. 12(3). March 2011, Learning Technology Research Institute (LTRI), London Metropolitan University, UK. 2042: 4870: 2135: 785:

In July 2015, OpenClassrooms, jointly with IESA Multimedia, launched the first MOOC-based bachelor's degree in multimedia project management recognized by a French state.

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Once the course is released, content will be reshaped and reinterpreted by the massive student body, making the course trajectory difficult for instructors to control.

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registered about 2.8 million learners. By October 2013, Coursera enrollment continued to surge, surpassing 5 million, while edX had independently reached 1.3 million.

7291: 5461:; Carlson, Ryan; Yang, Diyi; Wen, Miaomiao; Resnick, Lauren; Goldman, Pam; Sherer, Jennifer (1 January 2014). "Social factors that contribute to attrition in MOOCs". 1249:"The most important thing that helps students succeed in an online course is interpersonal interaction and support", says Shanna Smith Jaggars, assistant director of 7217: 5578: 4997: 2282: 1661:

anywhere as long as they have an Internet connection, are open to everyone without entry qualifications and offer a full/complete course experience online for free.

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Uchidiuno, Judith; Ogan, Amy; Yarzebinski, Evelyn; Hammer, Jessica (1 January 2016). "Understanding ESL Students' Motivations to Increase MOOC Accessibility".

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The industry has an unusual structure, consisting of linked groups including MOOC providers, the larger non-profit sector, universities, related companies and

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launched its first high school MOOC as part of Global Academy, its online high school. The course became available for high school students preparing for the

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Coffrin, Carleton; Corrin, Linda; de Barba, Paula; Kennedy, Gregor (1 January 2014). "Visualizing patterns of student engagement and performance in MOOCs".

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project. The OER movement was motivated from work by researchers who pointed out that class size and learning outcomes had no established connection. Here,

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Some view the videos and other material produced by the MOOC as the next form of the textbook. "MOOC is the new textbook", according to David Finegold of

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Warden, C. A. (23 November 2016). "Cultural Values and Communication Online: Chinese and Southeast Asian Students in a Taiwan International MBA Class".

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Because of massive enrollments, MOOCs require instructional design that facilitates large-scale feedback and interaction. The two basic approaches are:

612:), with distributed learning materials rather than a video-lecture format, and a focus on education and learning, and digital storytelling respectively 1999: 1910:

Kaplan, Andreas M.; Haenlein, Michael (2016). "Higher education and the digital revolution: About MOOCs, SPOCs, social media, and the Cookie Monster".

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Leontyev, Alexey; Baranov, Dmitry (12 November 2013). "Massive Open Online Courses in Chemistry: A Comparative Overview of Platforms and Features".

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Alraimi, Khaled M.; Zo, Hangjung; Ciganek, Andrew P. (January 2015). "Understanding the MOOCs continuance: The role of openness and reputation".

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inform the creation, structure and operation of MOOCs. The extent to which practices of Open Design in educational technology are applied vary.

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taking place in higher education. In particular, the many services offered under traditional university business models are predicted to become

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T. Kanti Srikantaiah; Dong Xiaoying (1 September 1998). "The Internet and its impact on developing countries: examples from China and India".

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Yuan, Li, and Stephen Powell. MOOCs and Open Education: Implications for Higher Education White Paper. University of Bolton: CETIS, 2013.

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Automated feedback through objective, online assessments, e.g. quizzes and exams Machine grading of written assignments is also underway.

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Much research has investigated why students drop out of MOOC courses or what factors could contribute to them dropping out. For example,

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launched Skynet University, which offers MOOCs on introductory astronomy. Participants gain access to the university's global network of

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So-called connectivist MOOCs rely on the former approach; broadcast MOOCs rely more on the latter. This marks a key distinction between

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expressed concern that "These students are not likely to succeed without the structure of a strong and sequenced academic program."

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MOOCs have been criticized for a perceived lack of academic rigor as well as the monetization strategies adopted by providers. In

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to a degree-granting curriculum were to occur, the business model of higher education would dramatically and irreversibly change.

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Hew, Khe Foon (May 2016). "Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS".

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may be used, where the test tailors itself given the student's previous answers, giving harder or easier questions accordingly.

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In India 2003 was the first online course rolled out, making it potentially the first Asian MOOC under the aegis of the NPTEL

642:'s Christina Blanch on Instructure's Canvas Network, a MOOC platform launched in November 2012. The course used examples from 517:. Enrollment quickly reached 160,000 students. The announcement was followed within weeks by the launch of two more MOOCs, by 369:, 2012 became "the year of the MOOC" as several well-financed providers, associated with top universities, emerged, including 5202:

Breslow, Lori; Pritchard, David E.; DeBoer, Jennifer; Stump, Glenda S.; Ho, Andrew D.; Seaton, Daniel T. (30 November 2012).

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Kulkarni, Chinmay; Cambre, Julia; Kotturi, Yasmine; Bernstein, Michael S.; Klemmer, Scott R. (1 January 2015). "Talkabout".

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and sampling learners, who might only occasionally watch lectures. They identified the following percentages in each group:

8418: 8162: 7287: 6214: 2905:"The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course" 1885: 475: 7209: 6401: 5575: 4987: 3140: 2278: 309:– which are viewed as similar to MOOCs and work outside the university system or emphasize individual self-paced lessons. 266:, as well as over 2200 online students from the general public who paid nothing. All course content was available through 8649: 7038:

Zemsky, Robert (2014). "With a MOOC MOOC here and a MOOC MOOC there, here a MOOC, there a MOOC, everywhere a MOOC MOOC".

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feeds, and online students could participate through collaborative tools, including blog posts, threaded discussions in

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Opening Up Education: The Collective Advancement of Education through Open Technology, Open Content, and Open Knowledge

6182: 5478: 5102: 3662: 2914:, International Review of Research in Open and Distance Learning, Volume 12, Number 3, 2011, accessed 22 November 2011. 2884: 2232: 2113: 1841:, found the website difficult to navigate, with links "hidden" in articles, and the right side lists, clunky and long. 687:

business strategy course for 100 organizations with the University of Virginia. A data science MOOC began in May 2013.

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course taught in-person at Duke University and also as a MOOC, with students from Duke running the online discussions.

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The time and effort required from participants may exceed what students are willing to commit to a free online course.

106:, first introduced in 2008, that emerged as a popular mode of learning in 2012, a year called the "Year of the MOOC". 8368: 6923: 4525: 4138: 3003: 1735:

relevance and knowledge transfer; and 3. the need for territory-specific study of locally relevant issues and needs.

1254: 577: 525:. Following the publicity and high enrollment numbers of these courses, Thrun started a company he named Udacity and 427: 4495: 939:

Koller stated in May 2013 that a majority of the people taking Coursera courses had already earned college degrees.

102:(TAs), as well as immediate feedback to quick quizzes and assignments. MOOCs are a widely researched development in 43:

Poster, entitled "MOOC, every letter is negotiable", exploring the meaning of the words "massive open online course"

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Assigning mentors to students is another interaction-enhancing technique. In 2013 Harvard offered a popular class,

804: 7260: 7113: 6577: 4919: 3934:"A Massive Open Online Course for teaching physiotherapy students and physiotherapists about spinal cord injuries" 1725:

These general challenges in effective MOOC development are accompanied by criticism by journalists and academics.

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P. Adamopoulos, "What Makes a Great MOOC? An Interdisciplinary Analysis of Student Retention in Online Courses",

1770: 538: 3713: 3535:"FutureLearn delivers the largest MOOC ever as more than 440,000 learners convene for English language learning" 8504: 8354: 7176: 5545: 5509: 5223: 98:

with user forums or social media discussions to support community interactions among students, professors, and

7892: 7530: 7414: 5246:"Predicting Student Retention in Massive Open Online Courses using Hidden Markov Models | EECS at UC Berkeley" 4646: 2494: 8623: 8373: 7773: 6311: 5809: 4992: 4956: 4924: 4784: 3445: 2657: 1670: 1243: 1036: 471: 447: 431:

lists the major providers as the non-profits Khan Academy and edX, and the for-profits Udacity and Coursera.

282: 8575: 8565: 8204: 7834: 6673: 5837: 3612: 2984:"Dialogue and Connectivism: A New Approach to Understanding and Promoting Dialogue-Rich Networked Learning" 1506: 3172: 2808: 8534: 8326: 8189: 8123: 2365: 2304: 1875: 669: 565:

technology can transform learning and teaching. MOOC.org will adopt Google's infrastructure. The Chinese

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of online learning". This is unlike companies such as Coursera that have developed their own platform.

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In January 2014, Georgia Institute of Technology partnered with Udacity and AT&T to launch their

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distributed throughout all the participants and does not just reside with one or two individuals.

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In the fall of 2011, Stanford University launched three courses. The first of those courses was

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Alongside the development of these open courses, other E-learning platforms emerged – such as

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Deconstructing Disengagement: Analyzing Learner Subpopulations in Massive Open Online Courses

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Unlocking the Gates: How and Why Leading Universities Are Opening Up Access to Their Courses

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selling teaching, assessment, or placement separately from the current package of services.

8608: 8539: 8499: 8489: 8239: 8064: 7059: 6862: 5716: 5525: 4201: 2073: 1611: 1189: 1061: 439: 259: 247: 223: 17: 6628:"Edukart Raises $ 500K To Bring Better Online Education To India And The Developing World" 6347: 4875:

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in the 1890s–1920s and later radio and television broadcast of courses and early forms of

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Koller, Daphne. An update on assessments, grades and certification, Coursera blog, 2015.

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Early MOOCs (cMOOCs: Connectivist MOOCs) often emphasized open-access features, such as

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Samovar, Larry A.; Porter, Richard E.; McDaniel, Edwin R.; Roy, Carolyn Sexton (2012).

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Wang, Xu; Yang, Diyi; Wen, Miaomiao; Koedinger, Kenneth; Rosé, Carolyn P. (June 2015).

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But how universities will benefit by "giving our product away free online" is unclear.

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Proceedings of the Fourth International Conference on Learning Analytics and Knowledge

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People's Republic of China may have been discouraged by Chinese government policies.

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Many universities scrambled to join in the "next big thing", as did more established

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In May 2013, Coursera announced free e-books for some courses in partnership with

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Software engineering education (SEEd): is software engineering ready for MOOCs?

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Self-directed learning and academic achievement in secondary online students

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Effects on the structure of higher education were lamented, for example, by

1706:

Relying on user-generated content can create a chaotic learning environment.

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MOOC platform XuetangX.com (launched Oct. 2013) uses the Open edX platform.

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Startup Veduca launched the first MOOCs in Brazil, in partnership with the

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SDK, a joint open-source platform. It is available to the public under the

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science courses even though the corresponding completion rates are lower.

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Making Sense of MOOCs: A Guide for Policy-Makers in Developing Countries

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cited recent developments, including the online learning innovations at

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MOOCs and Open Education: Implications for Higher Education White Paper

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Fantastic Places, Unhuman Humans: Exploring Humanity Through Literature

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Iqbal, Sajid; Zang, Xizhe; Zhu, Yanhe; Chen, Clara; Zhao, Jie (2014).

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per week on the course, including participation in discussion forums.

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The International Review of Research in Open and Distributed Learning

5364: 5156: 4868: 4045:

Zafrin Nurmohamed; Nabeel Gillani & Michael Lenox (4 July 2013).

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Hossain, Mohammad; Islam, Md. Shofiqul; et al. (January 2015).

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received no applications in the year after they offered the option.

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Proceedings of the Fourth (2017) ACM Conference on Learning @ Scale

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MOOCs are regarded by many as an important tool to widen access to

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Proceedings of the Third (2016) ACM Conference on Learning @ Scale

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Proceedings of the Third (2016) ACM Conference on Learning @ Scale

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Other cMOOCs were then developed; for example, Jim Groom from The

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An Avalanche is Coming; Higher Education and the Revolution Ahead

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10 Steps to Developing an Online Course: Walter Sinnott-Armstrong

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10 Steps to Developing an Online Course: Walter Sinnott-Armstrong

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Leinonen, Teemu; Vadén, Tere; Suoranta, Juha (7 February 2009).

1044:

classes required a physical textbook and 5% required an e-book.

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Overview of potential revenue sources for three MOOC providers

668:

taught the "Surprise Endings: Social Science and Literature" a

608:

Early cMOOCs such as CCK08 and ds106 used innovative pedagogy (

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Following the 2011 launch of three Stanford xMOOCs, including

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The MOOC Guide suggests five possible challenges for MOOCs:

6802:

Public Universities to Offer Free Online Classes for Credit

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The experience of English language learners (ELLs) in MOOCs

1076:

that are easy-to-use and support e-learning standards like

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MOOCs for opening up education and the OpenupEd initiative

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What we talk about when we talk about automated assessment

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Harvey, L.H.; Glinsky, J.V.; et al. (December 2014).

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Designing, developing and running (Massive) Online Courses

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instituted by the Ministry of Human Resource Development (

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President’s Council of Advisors on Science and Technology

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to teach academic concepts about gender and perceptions.

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King, Carolyn; Robinson, Andrew; Vickers, James (2014).

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Chronicle of Higher Education. Retrieved March 6, 2015."

2530:

Attention les MOOC!?! Mois de la pédagogie universitaire

1721:

Participants must self-regulate and set their own goals.

321:

MOOCs and open-education timeline (updated 2015 version)

6674:"Big MOOC Coursera Moves Closer to Academic Acceptance" 6014:

Centre for Teaching, Learning and Technology Newsletter

3503:

Waldrop, M. Mitchell; Nature magazine (13 March 2013).

1656:

Providing an affordable alternative to formal education

1639: 7475: 7473: 7105: 6245:"Fund 'pick-and-mix' MOOC generation, ex-wonk advises" 5574:

Mackness, Jenny, Mak, Sui Fai John, and Williams, Roy

4424:"Proving Grounds for a New Model for Higher Education" 3502: 1679: 709:, including those in the Chilean Andes and Australia. 392:, suggested in 2013 that MOOCs were in the midst of a 8424:

Scholarly Publishing and Academic Resources Coalition

8019:. Scholarly Commons, University of Illinois Library, 5838:"An Early Report Card on Massive Open Online Courses" 5335:"Coursera Takes a Nuanced View of MOOC Dropout Rates" 4904:. ACM SIGSOFT Software Engineering Notes. p. 14. 4877:. IEEE. pp. 101–104. 10.1109/MITE.2014.7020249. 4693:"Hong Kong MOOC Draws Students from Around the World" 4188:"Online education: Targeted MOOC captivates students" 4135:"Frequently Asked Questions | SKYNET UNIVERSITY" 3640: 3638: 2996: 2966:

George Siemens on Massive Open Online Courses (MOOCs)

2461:"Mooc creators criticise courses' lack of creativity" 2420: 2273: 2271: 541:, costing $ 7,000, a fraction of its normal tuition. 66: 7520: 4825:"Can you MOOC your way through college in one year?" 1648:(HE) for millions of people, including those in the 931:

A course billed as "Asia's first MOOC" given by the

638:"Gender Through Comic Books" was a course taught by 549:

joined in the summer. The initiative then added the

7470: 6469:"The MOOC Model: Challenging Traditional Education" 5870:

Degree of Freedom – an adventure in online learning

5576:"The Ideals and Reality of Participating in a MOOC" 5126:Kizilcec, René F.; Piech, Chris; Schneider, Emily. 4944: 4185: 3002:S. F. John Mak, R. Williams, and J. Mackness, 2336:"For Exposure, Universities Put Courses on the Web" 1578:

Transcript services (not disclosed to students yet)

635:platform (GES) which is based on the .LRN project. 60: 6038: 5508:(Thesis). University of Tennessee at Chattanooga. 5457: 5125: 4078:"Connect with students to "MOOC-source" your data" 3686: 3635: 3229: 3110:"Universities Abroad Join Partnerships on the Web" 2268: 2033:"Universities Abroad Join Partnerships on the Web" 1316:MOOCs are widely seen as a major part of a larger 1238:Peer review is often based upon sample answers or 918:National Programme on Technology Enhanced Learning 815: 751:(massive online open degree) (Master's degree) in 603: 7210:"Faculty groups consider how to respond to MOOCs" 5659: 5657: 4871:"On the impact of MOOCs on engineering education" 4047:"A New Use for MOOCs: Real-World Problem Solving" 3232:"Top universities test the online appeal of free" 1712:is necessary to make use of the online materials. 1569:Enterprises pay to run their own training courses 734:Polytechnic School of the University of São Paulo 8636: 7315:"MOOCs: A university qualification in 24 hours?" 5663: 5594: 5363: 4952:"Additional Results From The Chronicle's Survey" 4913: 4911: 4783:René F. Kizilcec; Chris Piech; Emily Schneider. 3192: 3190: 3188: 2708: 1757:students watch a bunch of video-taped lectures. 1664: 1383:Attributes of major MOOC providers, with update 1370:James Grimmelmann, New York Law School professor 747:(OMSCS). Priced at $ 7,000, OMSCS was the first 434:The larger non-profit organizations include the 7893:"How the Internet is Revolutionizing Education" 7484:. CSCW '15. New York: ACM. pp. 1116–1128. 6175:information architecture for the web and beyond 6079:International Journal of Self-Directed Learning 5946: 5538: 5062:. University of Pennsylvania. 7 November 2012. 3402: 2580: 2553:"The CCK08 MOOC – Connectivism course, 1/4 way" 2492: 2105: 2103: 2063: 482:. Related companies investing in MOOCs include 5654: 4416: 2677: 1909: 1802:MOOCs: A University Qualification in 24 Hours? 933:Hong Kong University of Science and Technology 358: 8131: 7527:International Educational Data Mining Society 6861:Patru, Mariana; Balaji, Venkataraman (2016). 6703: 6701: 6494: 6492: 6490: 6204:; Katelyn Donnelly; Saad Rizvi (March 2013). 6196: 6194: 5972: 5970: 4908: 4288: 3931: 3465: 3185: 2828: 2826: 2642:. University of Bolton: CETIS, 2013. pp. 7–8. 2550: 2156: 1881:Qualifications frameworks for online learning 1766:American Association of University Professors 1588:Employers paying to recruit talented students 1347:James Mazoue, Director of Online Programs at 758:In September 2014, the high street retailer, 396:, with expectations undergoing a wild swing. 258:, consisted of 25 tuition-paying students in 8379:Open Access Scholarly Publishing Association 8055: This article incorporates text from a 7440:. L@S '17. New York: ACM. pp. 185–188. 7387:. L@S '16. New York: ACM. pp. 169–172. 7344:. L@S '16. New York: ACM. pp. 277–280. 7169: 6870:. Paris: UNESCO. pp. 17–18, 21–22, 24. 6531: 6063: 5530:: CS1 maint: multiple names: authors list ( 5502:Hendricks, Carson, Elaine (1 January 2012). 5465:. L@S '14. New York: ACM. pp. 197–198. 4988:"Sweating the Details of a MOOC in Progress" 4900:Ardis, Mark A.; Henderson, Peter B. (2012). 4818: 4816: 4776: 3972: 3103: 3101: 3021: 3019: 2945:"Learning networks and connective knowledge" 2159:"Udacity hedges on open licensing for MOOCs" 2150: 2100: 2024: 1697: 1269:The edX course registered 27,000 students. 745:Online Master of Science in Computer Science 6953:Comer, Denise K.; White, Edward M. (2016). 6917: 6915: 6860: 6620: 6426: 6069: 5805:"The Object Formerly Known as the Textbook" 4822: 4644:See, e.g. the first 3 minutes of the video 4238:"Educação de qualidade ao alcance de todos" 3687:"MOOC dot Fi – Massive Open Online Courses" 3432: 3225: 3223: 3107: 2976: 2250:"Fred Terman, the Father of Silicon Valley" 1294: 703:University of North Carolina at Chapel Hill 30:For a list of the main MOOC providers, see 8138: 8124: 8021:University of Illinois at Urbana-Champaign 7261:"MOOCs in 2015: Breaking Down the Numbers" 7111: 7005: 6952: 6794: 6698: 6665: 6532:Iiyoshi, Toru; Kumar, M. S. Vijay (2008). 6487: 6191: 6032: 5967: 5940: 5628: 5626: 5089:. LAK '14. New York: ACM. pp. 83–92. 4847: 3833: 3606: 3604: 3602: 3600: 3598: 3596: 3594: 3498: 3496: 3494: 3141:"Open web courses are massively overhyped" 2823: 2333: 1839:University of Illinois at Urbana-Champaign 230:was coined in 2008 by Dave Cormier of the 7741: 7730:Online Readings in Psychology and Culture 7160: 6777: 6340:"The End of the University as We Know It" 6236: 6172: 6070:Kop, Rita; Fournier, Helene (Fall 2010). 5976: 5891: 5889: 5865: 5863: 5735: 5501: 5430:British Journal of Educational Technology 5135: 4862: 4813: 4747: 4745: 4673:| author=Sriram Sharma | date=2 July 2017 4518:"UCT's first MOOC: Medicine and the arts" 4213: 4075: 3990: 3949: 3870: 3806: 3557: 3138: 3098: 3016: 2885:"'Connectivism' and Connective Knowledge" 2860: 2850: 2745: 2683: 2645: 2488: 2486: 2438: 1993: 1991: 1989: 1987: 1957: 287:York College, City University of New York 210:'s work is the most often-cited example. 8059:work. Licensed under CC-BY-SA IGO 3.0 ( 7723: 7114:"On the territorial dimensions of MOOCs" 6912: 6820: 6707: 6660:http://publications.cetis.ac.uk/2013/667 6558:http://publications.cetis.ac.uk/2013/667 6331: 6177:. United States: O'Reilly. p. 114. 6147:. National Public Radio. 23 April 2013. 5635:MOOCs – A Review of the State-of-the-Art 5332: 5326: 5047: 5045: 4917: 4893: 4613: 4240:. Veduca. 11 August 2013. Archived from 3839: 3563: 3356:. edX. 10 September 2013. Archived from 3220: 3132: 2576: 2574: 2546: 2544: 2220: 1591:Students' résumés and job match services 1227: 792:opened its first "game-ified" course on 388:Dennis Yang, President of MOOC provider 383: 326:proposed the terms "cMOOC" and "xMOOC". 316: 184: 121: 38: 8665:Internet properties established in 2008 7551: 7288:"Is the developing world 'MOOC'd out'?" 6460: 6402:"Higher education: our MP3 is the mooc" 6393: 6298: 6273: 6130: 6101: 6099: 5705: 5684: 5623: 5274: 4823:Bombardieri, Marcella (14 April 2013). 4684: 4282: 3873:"History of a revolution in e-learning" 3591: 3491: 2739: 2625: 2522: 2520: 1997: 1688: 1621:Colorado State University-Global Campus 1132: 678:World Confederation of Physical Therapy 14: 8637: 8010: 7891:Myers, Courtney Boyd (22 April 2011). 7688: 7684: 7682: 7641: 7637: 7635: 7321:from the original on 27 September 2015 7136: 7080: 7037: 6921: 6856: 6854: 6852: 6850: 6848: 6833:from the original on 22 September 2015 6759: 6732: 6652: 6640:from the original on 17 September 2013 6466: 6399: 6337: 6168: 6166: 6105: 5979:"Keeping an Eye on Online Test-Takers" 5895: 5886: 5860: 5835: 5741: 5453: 5451: 5423: 5421: 4976: 4853: 4751: 4742: 4690: 4384: 3812: 3611:Fowler, Geoffrey A. (8 October 2013). 3610: 3334:from the original on 20 September 2017 2714: 2537:from the original on 17 November 2021. 2533:. University of Prince Edward Island. 2483: 2454: 2452: 2450: 2247: 1984: 1939: 1030: 736:, more than 10,000 students enrolled. 8119: 8080: 7967:from the original on 20 November 2022 7923: 7905:from the original on 7 September 2022 7890: 7859: 7800:Central Rappahannock Regional Library 7142: 6959:College Composition and Communication 6905:Mulder, F., & Jansen. D. (2015). 6829:. The Chronicle of Higher Education. 6598:"Revenge of the Underpaid Professors" 6595: 6498: 6414:from the original on 26 December 2013 6304: 6286:from the original on 25 December 2016 5803:Young, Jeffrey R. (27 January 2013). 5802: 5208:Research & Practice in Assessment 5150: 5042: 4404:from the original on 21 November 2018 4096: 3623:from the original on 28 December 2014 3579:from the original on 24 February 2013 3438: 3304:from the original on 21 November 2018 3153:from the original on 11 December 2022 3120:from the original on 21 February 2013 2758:from the original on 12 November 2013 2748:"Open Education For A Global Economy" 2686:"Open Education for a Global Economy" 2571: 2541: 2372:. Inside Higher Ed. 6 December 2007. 2252:. Stanford University. Archived from 2224:A History of Instructional Technology 2045:from the original on 21 February 2013 2030: 1935: 1933: 1793:courses have been available in 2015. 236:Connectivism and Connective Knowledge 202:(OER) movement, which was sparked by 82:aimed at unlimited participation and 8419:Registry of Open Access Repositories 7954: 7862:"How to Learn Something for Nothing" 7841:from the original on 9 December 2022 7618:(8 ed.). 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(28 January 2013). 6362: 6274:Watters, Audrey (5 September 2012). 6242: 6215:Institute for Public Policy Research 6096: 6039:Richard Pérez-Peña (25 March 2013). 6007: 5949:"What the 'x' in 'xMOOC' stands for" 5784:from the original on 9 November 2013 5774:"Librarians and the Era of the MOOC" 4982: 4801:from the original on 9 December 2013 4448: 4270:from the original on 14 October 2013 4026:from the original on 3 February 2016 3852:from the original on 11 October 2013 3794:from the original on 20 October 2013 3768:from the original on 20 October 2013 3742:from the original on 20 October 2013 3693:from the original on 30 January 2015 3564:Kolowich, Steve (21 February 2013). 3274:from the original on 9 February 2021 3198:"Major Players in the MOOC Universe" 3139:Skapinker, Michael (20 March 2013). 3073: 3025: 2517: 2505:from the original on 19 October 2013 2458: 2402:from the original on 4 February 2021 2334:Guttenplan, D. d (1 November 2010). 2129: 1886:Open educational resources in Canada 1640:Improving access to higher education 1566:Human tutoring or assignment marking 1541:Human tutoring or assignment marking 1491: 1027:advanced-level engineering courses. 592: 492:Kleiner Perkins Caufield & Byers 476:University of California at Berkeley 329:cMOOCs are based on principles from 312: 8027:from the original on 12 August 2022 7936:from the original on 12 August 2022 7872:from the original on 12 August 2022 7824: 7806:from the original on 12 August 2022 7776:from the original on 12 August 2022 7679: 7632: 7533:from the original on 20 August 2017 7313:Shea, Michael (25 September 2015). 7249:, Inside Higher Ed, 19 August 2013. 7013:"Benefits and Challenges of a MOOC" 6845: 6733:Belkin, douglas (30 October 2013). 6368: 6163: 5719:. 12 September 2012. Archived from 5448: 5427: 5418: 5275:Catropa, Dayna (24 February 2013). 4920:"The Professors Who Make the MOOCs" 4141:from the original on 14 August 2022 4102: 3913:from the original on 30 August 2015 3711: 3230:Richard Pérez-Peña (17 July 2012). 3058:SXSWedu 2013 – MOOCS: Hype or Hope? 2802: 2717:"Early MOOC Takes A Different Path" 2696:from the original on 14 August 2022 2653:"What You Need to Know About MOOCs" 2447: 1680:Offers a flexible learning schedule 1351:describes one possible innovation: 1219:Peer-review and group collaboration 1095:Bioelectricity, in the Fall of 2012 1087: 683:In March 2013, Coursolve piloted a 436:Bill & Melinda Gates Foundation 333:indicating that material should be 180: 24: 8074: 7724:Hofstede, Geert (1 January 2011). 7417:from the original on 4 August 2020 7220:from the original on 26 March 2014 6887:from the original on 20 March 2017 6475:from the original on 31 March 2013 6319:from the original on 25 March 2013 6255:from the original on 20 March 2013 6151:from the original on 26 March 2014 6118:from the original on 25 April 2013 6051:from the original on 26 March 2013 6016:. University of British Columbia. 5989:from the original on 24 April 2013 5908:from the original on 22 April 2013 5836:Holmes, Lindsay (8 October 2013). 5556:from the original on 23 April 2013 5512:from the original on 28 April 2017 5385:from the original on 25 March 2016 5345:from the original on 23 April 2013 5314:from the original on 24 April 2013 5305: 5287:from the original on 31 March 2013 5256:from the original on 29 April 2017 5226:from the original on 29 April 2017 5066:from the original on 19 April 2013 4964:from the original on 25 March 2013 4932:from the original on 25 March 2013 4918:Kolowich, Steven (26 March 2013). 4764:from the original on 22 April 2013 4703:from the original on 24 April 2013 4558:from the original on 23 April 2017 4436:from the original on 25 April 2017 4357:from the original on 9 August 2014 4167:from the original on 18 March 2014 3840:Armitage, Hugh (26 January 2013). 3515:from the original on 22 March 2013 3439:Young, Jeffrey R. (5 April 2013). 2665:from the original on 23 March 2013 1998:Pappano, Laura (2 November 2012). 1930: 1594:Sponsored high-tech skills courses 820: 547:University of California, Berkeley 232:University of Prince Edward Island 25: 8676: 8369:Directory of Open Access Journals 8109:, open online course platform by 8100: 7294:from the original on 21 July 2014 7259:Shah, Dhawal (28 December 2015). 7143:Vardi, Moshe Y. (November 2012). 7093:from the original on 1 March 2017 7081:Justin, Pope (15 December 2014). 6934:from the original on 16 June 2018 6720:from the original on 12 July 2013 6672:Korn, Melissa (7 February 2013). 6602:The Chronicle of Higher Education 6513:from the original on 31 July 2017 6400:Shirky, Clay (17 December 2012). 6381:from the original on 8 April 2013 6305:Carey, Kevin (3 September 2012). 6224:from the original on 16 June 2013 6112:The New York Times, Sunday Review 5817:from the original on 1 April 2013 5754:from the original on 15 July 2013 5748:The Chronicle of Higher Education 5367:; Sinha, Tanmay; Adamson, David; 5339:The Chronicle of Higher Education 5308:"MOOC Completion Rates: The Data" 5000:from the original on 8 April 2013 4858:. Springer India. pp. 11–23. 4528:from the original on 2 April 2015 4498:from the original on 2 April 2015 4353:. MassChallenge. 11 August 2013. 4331:from the original on 3 April 2015 4295:The Chronicle of Higher Education 4084:from the original on 18 July 2013 3573:The Chronicle of Higher Education 3545:from the original on 5 March 2016 3479:from the original on 19 June 2020 3453:from the original on 6 April 2013 3244:from the original on 18 July 2012 3086:from the original on 4 April 2015 3038:from the original on 4 April 2015 2746:Bornstein, David (11 July 2012). 2715:Booker, Ellis (30 January 2013). 2684:Bornstein, David (11 July 2012). 2611:The College of St. Scholastica, " 2581:Kolowich, Steve (24 April 2012). 2559:from the original on 27 June 2018 2376:from the original on 28 July 2018 2315:from the original on 19 June 2018 2202:in AIS Electronic Library (AISeL) 2031:Lewin, Tamar (20 February 2013). 1255:Community College Research Center 660:During the Spring 2013 semester, 529:and Andrew Ng launched Coursera. 428:The Chronicle of Higher Education 198:The first MOOCs emerged from the 8050: 8004: 7979: 7948: 7917: 7884: 7853: 7818: 7788: 7758: 7717: 7691:Business Communication Quarterly 7607: 7572: 7545: 7514: 7429: 7374: 7333: 7306: 7279: 7252: 7232: 7201: 7074: 7031: 7019:from the original on 9 June 2015 6946: 6922:Samuel, Alexandra (April 2015). 6899: 6814: 6753: 6589: 6570: 6550: 6525: 6444:from the original on 25 May 2017 6267: 6020:from the original on 11 May 2013 6001: 5977:Eisenberg, Anne (2 March 2013). 5955:from the original on 1 June 2014 5947:Downes, Stephen (9 April 2013). 5920: 5829: 5796: 5588: 5568: 5495: 5357: 5333:Kolowich, Steve (8 April 2013). 5299: 5268: 5238: 5195: 5144: 5119: 5078: 5012: 4881:from the original on 4 June 2024 4691:Sharma, Yojana (22 April 2013). 4626:from the original on 12 May 2015 4614:Kolowich, Steve (11 June 2012). 4595:Pacific Open Learning Health Net 4468:from the original on 7 June 2013 4301:from the original on 9 July 2013 4115:from the original on 7 June 2013 4057:from the original on 7 July 2013 4053:. 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Carr (20 August 2013). 2138:from the original on 7 July 2020 2012:from the original on 27 May 2020 1176: 1154: 1145: 805:Pacific Open Learning Health Net 630:On 18 June 2012, Ali Lemus from 56: 8256:Budapest Open Access Initiative 8145: 7860:Nikas, Joanna (16 April 2010). 7643:the author's doctoral thesis". 7189:from the original on 9 May 2013 6708:Kolowich, Steve (8 July 2013). 6499:Lewin, Tamar (6 January 2013). 6338:Harden, Nathan (January 2013). 6249:Times Higher Education (London) 6008:Wong, Michael (28 March 2013). 5848:from the original on 8 May 2015 5597:Russian Education & Society 5030:from the original on 8 May 2017 4719: 4665: 4638: 4607: 4588: 4570: 4540: 4510: 4480: 4375: 4369: 4343: 4313: 4256: 4230: 4179: 4153: 4127: 4069: 4038: 4007: 3966: 3925: 3895: 3864: 3780: 3754: 3728: 3705: 3679: 3613:"An early report card on MOOCs" 3527: 3386:. 29 April 2014. 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University pioneers include 134:What is a MOOC?, December 2010 13: 1: 8374:Initiative for Open Citations 7566:10.1016/S0346-251X(01)00051-3 7286:Gais, Hannah (17 July 2014). 7208:Basu, Kaustuv (23 May 2012). 6760:Kursun, Engin (16 May 2016). 6714:Chronicle of Higher Education 6312:Chronicle of Higher Education 6307:"Into the Future With MOOC's" 6243:Parr, Chris (14 March 2013). 6141:(Radio interview and call-in) 5810:Chronicle of Higher Education 5678:10.1016/j.compedu.2014.08.006 5609:10.1080/10609393.2016.1242992 4993:Chronicle of Higher Education 4957:Chronicle of Higher Education 4925:Chronicle of Higher Education 4729:Chronicle of Higher Education 4697:Chronicle of Higher Education 4289:Sara Grossman (5 July 2013). 4109:Chronicle of Higher Education 3446:Chronicle of Higher Education 2807:. Elearnspace. Archived from 2805:"MOOCs are really a platform" 2658:Chronicle of Higher Education 2583:"Proto-MOOC Stays the Course" 2066:Journal of Chemical Education 1891: 1671:Sustainable Development Goals 1665:Sustainable development goals 1037:Chronicle of Higher Education 472:University of Texas at Austin 448:American Council on Education 285:and Michael Branson Smith of 283:University of Mary Washington 213:Within the OER movement, the 138: 8576:List of open-access journals 8566:Access to Knowledge movement 8205:Copyright transfer agreement 8061:license statement/permission 7955:Frey, Thomas (20 May 2011). 7835:American Library Association 7040:Journal of General Education 6596:Carey, Kevin (20 May 2012). 5896:Rivard, Ry (19 April 2013). 5881:MOOC Components – Assessment 5744:"MOOCs and Economic Reality" 5742:Shirky, Clay (8 July 2013). 4264:"Latin America's First MOOC" 3903:"Professional Ethics Course" 3330:Office of Digital Learning. 2248:Tajnai, Carolyn (May 1985). 1924:10.1016/j.bushor.2016.03.008 1896: 1507:intellectual property rights 337:(rather than pre-selected), 27:Education service on the web 7: 8327:Delayed open-access journal 8190:Subscription business model 7060:10.5325/jgeneeduc.63.4.0237 4792:LAK conference presentation 4076:Amit Jain (25 April 2013). 3992:10.1016/j.jphys.2014.09.008 3569:(blog by expert journalist) 3473:"What is Coursera's Stack?" 2613:Massive Open Online Courses 2555:. Dave's Educational Blog. 1940:Masson, M (December 2014). 1876:Small private online course 1844: 1829: 1634: 1311: 1056:and are often created with 444:National Science Foundation 359:Emergence of MOOC providers 242:). CCK08, which was led by 10: 8681: 8650:Open educational resources 8322:Hybrid open-access journal 8043: 8011:Berman, C. (31 May 2017). 7926:"Curating a digital world" 7083:"What Are MOOCs Good For?" 7015:. MoocGuide. 7 July 2011. 6779:10.19173/irrodl.v17i3.2403 6471:. EDUCAUSE Review Online. 2221:Saettler, L. Paul (1968). 1764:, former president of the 1668: 1334:Carnegie Mellon University 596: 551:University of Texas System 486:and educational publisher 464:University of Pennsylvania 414:service providers such as 200:open educational resources 142: 117: 49:massive open online course 29: 8584: 8558: 8437: 8409:Public Library of Science 8394:Open Knowledge Foundation 8335: 8299: 8248: 8235:Article processing charge 8171: 8153: 8013:"Spotlight: Open Culture" 7657:10.1080/03634520500442160 7593:10.1108/10176749810237626 7149:Communications of the ACM 6173:Rosenfeld, Louis (2015). 5666:Computers & Education 4266:. EdSurge. 17 June 2013. 3877:Revista Educacion Virtual 2910:18 September 2013 at the 2366:"Does Class Size Matter?" 2227:. New York: McGraw Hill. 1946:Canadian Family Physician 1776:With a 60% majority, the 1698:Challenges and criticisms 1175: 1153: 1144: 1139: 774:launched its first MOOC, 657:Subject Test in biology. 496:New Enterprise Associates 480:San Jose State University 256:National Research Council 173:and "Human Anatomy" with 8414:Public Knowledge Project 8399:Open Society Foundations 8389:Open Archives Initiative 8286:NIH Public Access Policy 7987:"Resource: Open Culture" 7703:10.1177/1080569905276669 5581:10 November 2011 at the 4736:15 December 2018 at the 4600:15 December 2018 at the 4103:New, Jake (8 May 2013). 4080:. GuideStar Trust blog. 3979:Journal of Physiotherapy 2989:26 February 2021 at the 2493:Downes, Stephen (2008). 1338:Arizona State University 1295:Information architecture 778:on the UK-led platform, 194:George Siemens interview 177:were reaching millions. 157:appeared in the form of 7645:Communication Education 7490:10.1145/2675133.2675166 7446:10.1145/3051457.3053981 7393:10.1145/2876034.2893398 7350:10.1145/2876034.2893433 7162:10.1145/2366316.2366317 6928:Harvard Business Review 6679:The Wall Street Journal 6583:24 October 2015 at the 6108:"Two Cheers for Web U!" 5902:Inside Higher Education 5842:The Wall Street Journal 5471:10.1145/2556325.2567879 5095:10.1145/2567574.2567586 5020:"MOOC completion rates" 4760:. Stanford University. 4522:University of Cape Town 4161:"MOOC Completion Rates" 4051:Harvard Business Review 3655:10.1145/2380552.2380603 3617:The Wall Street Journal 2890:17 October 2014 at the 2305:"What They're Watching" 2116:1 February 2021 at the 1942:"Benefits of TED Talks" 1861:Outcome-based education 1605:University of Wisconsin 772:University of Cape Town 729:University of São Paulo 299:Peer-to-Peer University 8660:Educational technology 8317:Open-access repository 8081:Walsh, Taylor (2011). 7743:10.9707/2307-0919.1014 7245:21 August 2013 at the 5933:1 January 2013 at the 5406:Cite journal requires 5183:Cite journal requires 4678:12 August 2020 at the 2862:10.5210/fm.v20i12.6143 2465:Times Higher Education 2370:www.insidehighered.com 2207:4 January 2014 at the 2000:"The Year of the MOOC" 1851:List of MOOC providers 1759: 1547:Proctored examinations 1400:Institutional credits 1373: 1358: 1349:Wayne State University 1262:The Ancient Greek Hero 770:On 16 March 2015, the 718:Understanding Dementia 714:University of Tasmania 649:In November 2012, the 599:List of MOOC providers 397: 322: 264:University of Manitoba 195: 159:correspondence courses 135: 44: 32:List of MOOC providers 8345:The Cost of Knowledge 7957:"Education as an App" 7087:MIT Technology Review 7052:10.1353/jge.2014.0029 6971:10.58680/ccc201628063 6563:26 March 2013 at the 6344:The American Interest 5250:www.eecs.berkeley.edu 4715:University World News 4325:noticias.terra.com.br 3736:"Universidad Galileo" 3416:. edX. Archived from 3324:"MITx on edX (MOOCs)" 3178:12 March 2015 at the 3009:19 March 2013 at the 2638:26 March 2013 at the 2440:10.5210/fm.v14i2.2252 2200:(2013) pp. 1–21 2198:ICIS 2013 Proceedings 1754: 1362: 1353: 1318:disruptive innovation 1302:asynchronous learning 1197:Many MOOCs use video 776:Medicine and the Arts 640:Ball State University 559:Georgetown University 387: 331:connectivist pedagogy 320: 193: 167:online, or e-learning 133: 94:, many MOOCs provide 42: 8240:Predatory publishing 8107:UNESCO Open Learning 7240:"Feminist Anti-MOOC" 6807:1 March 2017 at the 5717:Athabasca University 5642:on 25 September 2017 3076:"Are We MOOC'd Out?" 3028:"Are We MOOC'd Out?" 2982:Andrew Ravenscroft. 2951:20 July 2011 at the 2618:12 June 2014 at the 1689:Online collaboration 1560:Employee recruitment 1190:Athabasca University 1133:Instructional design 1062:educational software 617:Introduction Into AI 507:Introduction Into AI 440:MacArthur Foundation 248:Athabasca University 224:free school movement 8495:Republic of Ireland 8312:Open-access mandate 8063:). 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Archived from 5875:12 May 2013 at the 5060:Knowledge @ Wharton 4835:on 17 November 2018 4581:14 May 2018 at the 4524:. 21 January 2015. 4429:The Huffington Post 4206:2014Natur.505...26K 3951:10.1038/sc.2014.174 3509:Scientific American 3173:The MOOC Hype Fades 3080:The Huffington Post 3032:The Huffington Post 2930:3 July 2014 at the 2256:on 11 December 2014 2078:2013JChEd..90.1533L 1816:geographic mobility 1563:Applicant screening 1518: 1384: 1251:Columbia University 1031:Educator experience 831: 830:Coursera enrollees 764:University of Leeds 760:Marks & Spencer 651:University of Miami 567:Tsinghua University 500:Andreessen Horowitz 423:venture capitalists 404:The Huffington Post 100:teaching assistants 96:interactive courses 8291:Research Works Act 8281:Geneva Declaration 8266:Bethesda Statement 8261:Berlin Declaration 8215:Scientific journal 7866:The New York Times 6506:The New York Times 6350:on 4 November 2013 6145:Talk of the Nation 6045:The New York Times 5983:The New York Times 5442:10.1111/bjet.12235 5175:has generic name ( 5024:www.katyjordan.com 4244:on 23 October 2013 4163:. katyjordan.com. 3883:on 5 December 2013 3813:Burlingame, Russ. 3716:. Aalto University 3360:on 14 October 2013 3237:The New York Times 3114:The New York Times 2811:on 21 January 2013 2752:The New York Times 2340:The New York Times 2309:The New York Times 2169:on 25 October 2013 2038:The New York Times 2005:The New York Times 1781:peer-grading. The 1607:offered multiple, 1557:Secure assessments 1516: 1382: 1282:The New York Times 1210:Rutgers University 1070:IMC Content Studio 829: 762:partnered up with 707:robotic telescopes 701:In June 2013, the 632:Galileo University 398: 366:The New York Times 323: 260:Extended Education 204:MIT OpenCourseWare 196: 136: 104:distance education 76:open online course 45: 8632: 8631: 8195:Subscribe to Open 8017:Commons Knowledge 7796:"OpenCulture.com" 6811:. 23 January 2013 6454:National Archives 5277:"Big (MOOC) Data" 4960:. 26 March 2013. 3712:Kurhila, Jaakko. 3390:on 11 August 2014 3300:. 18 April 2012. 3204:. 29 April 2013. 2943:Downes, Stephen. 2803:Siemens, George. 2784:on 8 October 2016 2311:. 16 April 2010. 2111:The MOOC Misnomer 2086:10.1021/ed400283x 2072:(11): 1533–1539. 1912:Business Horizons 1871:Saylor Foundation 1600: 1599: 1492:Fee opportunities 1489: 1488: 1397:Certification fee 1328:Former President 1195: 1194: 1058:authoring systems 1020: 1019: 914: 913: 788:In January 2018, 712:In July 2013 the 593:Notable providers 555:Wellesley College 313:cMOOCs and xMOOCs 191: 171:Michael J. Sandel 155:distance learning 145:Distance learning 131: 16:(Redirected from 8672: 8655:Higher education 8365: 8362: 8350:Creative Commons 8276:Durham Statement 8210:Academic journal 8140: 8133: 8126: 8117: 8116: 8096: 8054: 8037: 8036: 8034: 8032: 8008: 8002: 8001: 7999: 7997: 7983: 7977: 7976: 7974: 7972: 7961:Futurist Speaker 7952: 7946: 7945: 7943: 7941: 7921: 7915: 7914: 7912: 7910: 7888: 7882: 7881: 7879: 7877: 7857: 7851: 7850: 7848: 7846: 7825:Fenerty, Becky. 7822: 7816: 7815: 7813: 7811: 7792: 7786: 7785: 7783: 7781: 7762: 7756: 7755: 7745: 7721: 7715: 7714: 7686: 7677: 7676: 7639: 7630: 7629: 7611: 7605: 7604: 7576: 7570: 7569: 7549: 7543: 7542: 7540: 7538: 7518: 7512: 7511: 7477: 7468: 7467: 7433: 7427: 7426: 7424: 7422: 7378: 7372: 7371: 7337: 7331: 7330: 7328: 7326: 7310: 7304: 7303: 7301: 7299: 7283: 7277: 7276: 7274: 7272: 7256: 7250: 7236: 7230: 7229: 7227: 7225: 7214:Inside Higher Ed 7205: 7199: 7198: 7196: 7194: 7182:The Boston Globe 7173: 7167: 7166: 7164: 7140: 7134: 7133: 7131: 7129: 7118:Inside Higher Ed 7109: 7103: 7102: 7100: 7098: 7078: 7072: 7071: 7035: 7029: 7028: 7026: 7024: 7009: 7003: 7002: 7000: 6998: 6950: 6944: 6943: 6941: 6939: 6919: 6910: 6903: 6897: 6896: 6894: 6892: 6886: 6869: 6858: 6843: 6842: 6840: 6838: 6818: 6812: 6798: 6792: 6791: 6781: 6757: 6751: 6750: 6748: 6746: 6729: 6727: 6725: 6705: 6696: 6695: 6693: 6691: 6669: 6663: 6656: 6650: 6649: 6647: 6645: 6624: 6618: 6617: 6615: 6613: 6593: 6587: 6574: 6568: 6554: 6548: 6547: 6529: 6523: 6522: 6520: 6518: 6496: 6485: 6484: 6482: 6480: 6464: 6458: 6457: 6451: 6449: 6430: 6424: 6423: 6421: 6419: 6397: 6391: 6390: 6388: 6386: 6366: 6360: 6359: 6357: 6355: 6346:. 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Archived from 2163:Information Week 2154: 2148: 2147: 2145: 2143: 2130:Cheverie, Joan. 2127: 2121: 2107: 2098: 2097: 2061: 2055: 2054: 2052: 2050: 2028: 2022: 2021: 2019: 2017: 1995: 1982: 1978: 1972: 1971: 1961: 1937: 1928: 1927: 1907: 1710:Digital literacy 1650:developing world 1646:higher education 1609:competency-based 1519: 1515: 1385: 1381: 1371: 1264:, instructed by 1244:adaptive testing 1180: 1179: 1162: 1158: 1157: 1149: 1137: 1136: 1088:Completion rates 950: 949: 832: 828: 807:, set up by the 790:Brown University 753:computer science 412:online education 220:Folk High School 192: 181:Early approaches 132: 73: 72: 69: 68: 65: 62: 21: 8680: 8679: 8675: 8674: 8673: 8671: 8670: 8669: 8635: 8634: 8633: 8628: 8604:Open government 8580: 8571:Access2Research 8554: 8433: 8357: 8337: 8331: 8295: 8244: 8167: 8149: 8144: 8103: 8093: 8077: 8075:Further reading 8072: 8046: 8041: 8040: 8030: 8028: 8009: 8005: 7995: 7993: 7985: 7984: 7980: 7970: 7968: 7953: 7949: 7939: 7937: 7922: 7918: 7908: 7906: 7889: 7885: 7875: 7873: 7858: 7854: 7844: 7842: 7823: 7819: 7809: 7807: 7794: 7793: 7789: 7779: 7777: 7764: 7763: 7759: 7722: 7718: 7687: 7680: 7640: 7633: 7626: 7612: 7608: 7581:Asian Libraries 7577: 7573: 7550: 7546: 7536: 7534: 7519: 7515: 7500: 7478: 7471: 7456: 7434: 7430: 7420: 7418: 7403: 7379: 7375: 7360: 7338: 7334: 7324: 7322: 7311: 7307: 7297: 7295: 7284: 7280: 7270: 7268: 7257: 7253: 7247:Wayback Machine 7238:Scott Jaschik, 7237: 7233: 7223: 7221: 7206: 7202: 7192: 7190: 7175: 7174: 7170: 7141: 7137: 7127: 7125: 7110: 7106: 7096: 7094: 7079: 7075: 7036: 7032: 7022: 7020: 7011: 7010: 7006: 6996: 6994: 6951: 6947: 6937: 6935: 6920: 6913: 6904: 6900: 6890: 6888: 6884: 6878: 6867: 6859: 6846: 6836: 6834: 6819: 6815: 6809:Wayback Machine 6799: 6795: 6758: 6754: 6744: 6742: 6723: 6721: 6706: 6699: 6689: 6687: 6670: 6666: 6657: 6653: 6643: 6641: 6636:. 30 May 2013. 6626: 6625: 6621: 6611: 6609: 6594: 6590: 6585:Wayback Machine 6575: 6571: 6565:Wayback Machine 6555: 6551: 6544: 6530: 6526: 6516: 6514: 6497: 6488: 6478: 6476: 6465: 6461: 6447: 6445: 6438:The White House 6432: 6431: 6427: 6417: 6415: 6398: 6394: 6384: 6382: 6367: 6363: 6353: 6351: 6336: 6332: 6322: 6320: 6303: 6299: 6289: 6287: 6280:Educause Review 6272: 6268: 6258: 6256: 6241: 6237: 6227: 6225: 6221: 6210: 6202:Barber, Michael 6199: 6192: 6185: 6171: 6164: 6154: 6152: 6140: 6136: 6135: 6131: 6121: 6119: 6104: 6097: 6089: 6074: 6068: 6064: 6054: 6052: 6037: 6033: 6023: 6021: 6006: 6002: 5992: 5990: 5975: 5968: 5958: 5956: 5945: 5941: 5935:Wayback Machine 5925: 5921: 5911: 5909: 5894: 5887: 5877:Wayback Machine 5868: 5861: 5851: 5849: 5834: 5830: 5820: 5818: 5801: 5797: 5787: 5785: 5772: 5771: 5767: 5757: 5755: 5740: 5736: 5726: 5724: 5711: 5710: 5706: 5701:Duke University 5691: 5689: 5685: 5662: 5655: 5645: 5643: 5632: 5631: 5624: 5593: 5589: 5583:Wayback Machine 5573: 5569: 5559: 5557: 5544: 5543: 5539: 5523: 5522: 5515: 5513: 5500: 5496: 5481: 5456: 5449: 5426: 5419: 5407: 5405: 5396: 5395: 5388: 5386: 5382: 5375: 5362: 5358: 5348: 5346: 5331: 5327: 5317: 5315: 5304: 5300: 5290: 5288: 5273: 5269: 5259: 5257: 5244: 5243: 5239: 5229: 5227: 5200: 5196: 5184: 5182: 5172: 5171: 5162: 5161: 5149: 5145: 5137:10.1.1.357.9685 5124: 5120: 5105: 5083: 5079: 5069: 5067: 5055: 5051: 5050: 5043: 5033: 5031: 5018: 5017: 5013: 5003: 5001: 4981: 4977: 4967: 4965: 4950: 4949: 4945: 4935: 4933: 4916: 4909: 4898: 4894: 4884: 4882: 4867: 4863: 4852: 4848: 4838: 4836: 4821: 4814: 4804: 4802: 4798: 4787: 4781: 4777: 4767: 4765: 4758:Stanford Report 4750: 4743: 4738:Wayback Machine 4724: 4720: 4713:reprinted from 4706: 4704: 4689: 4685: 4680:Wayback Machine 4670: 4666: 4656: 4654: 4645: 4643: 4639: 4629: 4627: 4612: 4608: 4602:Wayback Machine 4593: 4589: 4583:Wayback Machine 4575: 4571: 4561: 4559: 4554:. 7 July 2015. 4546: 4545: 4541: 4531: 4529: 4516: 4515: 4511: 4501: 4499: 4486: 4485: 4481: 4471: 4469: 4454: 4453: 4449: 4439: 4437: 4422: 4421: 4417: 4407: 4405: 4390: 4389: 4385: 4376:Rrs, Srinivas. 4374: 4370: 4360: 4358: 4349: 4348: 4344: 4334: 4332: 4319: 4318: 4314: 4304: 4302: 4287: 4283: 4273: 4271: 4262: 4261: 4257: 4247: 4245: 4236: 4235: 4231: 4215:10.1038/505026a 4184: 4180: 4170: 4168: 4159: 4158: 4154: 4144: 4142: 4133: 4132: 4128: 4118: 4116: 4101: 4097: 4087: 4085: 4074: 4070: 4060: 4058: 4043: 4039: 4029: 4027: 4012: 4008: 3971: 3967: 3944:(12): 911–918. 3930: 3926: 3916: 3914: 3901: 3900: 3896: 3886: 3884: 3871:Horacio Reyes. 3869: 3865: 3855: 3853: 3838: 3834: 3824: 3822: 3811: 3807: 3797: 3795: 3786: 3785: 3781: 3771: 3769: 3760: 3759: 3755: 3745: 3743: 3738:. 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" 2108: 2101: 2062: 2058: 2048: 2046: 2029: 2025: 2015: 2013: 1996: 1985: 1979: 1975: 1938: 1931: 1908: 1904: 1899: 1894: 1847: 1832: 1811: 1783:Duke University 1778:Amherst College 1700: 1691: 1682: 1673: 1667: 1658: 1642: 1637: 1538:College credits 1494: 1372: 1369: 1314: 1297: 1279:in an op-ed in 1177: 1170:Duke University 1160: 1155: 1140:External videos 1135: 1090: 1054:cloud computing 1033: 823: 821:Students served 818: 606: 601: 595: 511:Sebastian Thrun 361: 349:feeding forward 315: 238:(also known as 185: 183: 147: 141: 122: 120: 59: 55: 35: 28: 23: 22: 15: 12: 11: 5: 8678: 8668: 8667: 8662: 8657: 8652: 8647: 8630: 8629: 8627: 8626: 8621: 8616: 8614:Open knowledge 8611: 8606: 8601: 8599:Open education 8596: 8591: 8585: 8582: 8581: 8579: 8578: 8573: 8568: 8562: 8560: 8556: 8555: 8553: 8552: 8547: 8542: 8537: 8532: 8527: 8522: 8517: 8512: 8507: 8502: 8497: 8492: 8487: 8482: 8477: 8472: 8467: 8462: 8457: 8452: 8447: 8441: 8439: 8435: 8434: 8432: 8431: 8426: 8421: 8416: 8411: 8406: 8401: 8396: 8391: 8386: 8381: 8376: 8371: 8366: 8352: 8347: 8341: 8339: 8333: 8332: 8330: 8329: 8324: 8319: 8314: 8309: 8307:Self-archiving 8303: 8301: 8297: 8296: 8294: 8293: 8288: 8283: 8278: 8273: 8268: 8263: 8258: 8252: 8250: 8246: 8245: 8243: 8242: 8237: 8232: 8227: 8222: 8217: 8212: 8207: 8202: 8197: 8192: 8187: 8175: 8173: 8169: 8168: 8166: 8165: 8160: 8154: 8151: 8150: 8143: 8142: 8135: 8128: 8120: 8114: 8113: 8102: 8101:External links 8099: 8098: 8097: 8092:978-0691148748 8091: 8076: 8073: 8071: 8070: 8047: 8045: 8042: 8039: 8038: 8003: 7978: 7947: 7916: 7883: 7852: 7817: 7787: 7757: 7716: 7697:(2): 222–232. 7678: 7651:(4): 289–311. 7631: 7625:978-1111349103 7624: 7606: 7587:(9): 199–209. 7571: 7544: 7513: 7499:978-1450329224 7498: 7469: 7455:978-1450344500 7454: 7428: 7402:978-1450337267 7401: 7373: 7359:978-1450337267 7358: 7332: 7317:. The Skinny. 7305: 7290:. Al Jazeera. 7278: 7251: 7231: 7200: 7185:. 3 May 2013. 7168: 7135: 7104: 7073: 7046:(4): 237–243. 7030: 7004: 6965:(3): 318–359. 6945: 6911: 6898: 6877:978-9231001574 6876: 6844: 6813: 6793: 6752: 6697: 6664: 6651: 6619: 6588: 6569: 6549: 6543:978-0262033718 6542: 6524: 6486: 6459: 6425: 6392: 6361: 6330: 6297: 6266: 6235: 6217:. p. 71. 6190: 6184:978-1491911686 6183: 6162: 6129: 6095: 6062: 6031: 6000: 5966: 5939: 5937:" 23 July 2012 5919: 5898:"EdX Rejected" 5885: 5859: 5828: 5795: 5780:. 9 May 2013. 5765: 5734: 5704: 5683: 5653: 5622: 5603:(3): 228–245. 5587: 5567: 5537: 5494: 5480:978-1450326698 5479: 5447: 5436:(2): 320–341. 5417: 5408:|journal= 5356: 5325: 5306:Jordan, Katy. 5298: 5267: 5237: 5194: 5185:|journal= 5143: 5118: 5104:978-1450326643 5103: 5077: 5041: 5011: 4975: 4943: 4907: 4892: 4861: 4846: 4812: 4775: 4741: 4718: 4683: 4664: 4637: 4606: 4604:, eLearning NZ 4587: 4569: 4539: 4509: 4479: 4447: 4415: 4383: 4378:"Academia.edu" 4368: 4342: 4312: 4281: 4255: 4229: 4178: 4152: 4126: 4095: 4068: 4037: 4006: 3965: 3924: 3894: 3863: 3832: 3817:. Comic Book. 3805: 3790:. Dotlrn.org. 3779: 3753: 3727: 3704: 3678: 3664:978-1450314640 3663: 3634: 3590: 3556: 3526: 3490: 3464: 3431: 3401: 3371: 3345: 3315: 3285: 3255: 3219: 3184: 3164: 3131: 3097: 3066: 3049: 3015: 2995: 2975: 2957: 2936: 2923:Bell, Frances 2916: 2896: 2876: 2822: 2795: 2769: 2738: 2707: 2676: 2644: 2624: 2604: 2570: 2540: 2516: 2499:The MOOC Guide 2482: 2446: 2413: 2387: 2357: 2326: 2296: 2267: 2240: 2234:978-0070544109 2233: 2213: 2180: 2149: 2122: 2099: 2056: 2023: 1983: 1973: 1929: 1901: 1900: 1898: 1895: 1893: 1890: 1889: 1888: 1883: 1878: 1873: 1868: 1866:OpenCourseWare 1863: 1858: 1853: 1846: 1843: 1831: 1828: 1810: 1807: 1750:Michael Sandel 1743:Moshe Y. Vardi 1723: 1722: 1719: 1716: 1713: 1707: 1699: 1696: 1690: 1687: 1681: 1678: 1669:Main article: 1666: 1663: 1657: 1654: 1641: 1638: 1636: 1633: 1598: 1597: 1596: 1595: 1592: 1589: 1586: 1581: 1580: 1579: 1576: 1573: 1570: 1567: 1564: 1561: 1558: 1555: 1550: 1549: 1548: 1545: 1542: 1539: 1536: 1530: 1529: 1526: 1523: 1493: 1490: 1487: 1486: 1483: 1480: 1477: 1474: 1470: 1469: 1466: 1463: 1460: 1457: 1453: 1452: 1449: 1446: 1443: 1440: 1436: 1435: 1432: 1429: 1426: 1423: 1419: 1418: 1415: 1412: 1409: 1406: 1402: 1401: 1398: 1395: 1394:Free to access 1392: 1389: 1375:Principles of 1367: 1313: 1310: 1296: 1293: 1224: 1223: 1220: 1193: 1192: 1186:George Siemens 1173: 1172: 1151: 1150: 1142: 1141: 1134: 1131: 1089: 1086: 1032: 1029: 1018: 1017: 1014: 1011: 1008: 1005: 1001: 1000: 997: 994: 991: 988: 987:Undergraduate 984: 983: 980: 977: 974: 971: 967: 966: 963: 960: 957: 954: 912: 911: 908: 904: 903: 900: 896: 895: 892: 888: 887: 884: 880: 879: 876: 872: 871: 868: 867:United Kingdom 864: 863: 860: 856: 855: 852: 848: 847: 844: 840: 839: 836: 822: 819: 817: 814: 662:Cathy Davidson 605: 602: 597:Main article: 594: 591: 523:Jennifer Widom 509:, launched by 416:Blackboard Inc 360: 357: 314: 311: 252:Stephen Downes 244:George Siemens 208:Daniel Barwick 182: 179: 175:Marian Diamond 143:Main article: 140: 137: 119: 116: 111:open licensing 26: 9: 6: 4: 3: 2: 8677: 8666: 8663: 8661: 8658: 8656: 8653: 8651: 8648: 8646: 8643: 8642: 8640: 8625: 8622: 8620: 8617: 8615: 8612: 8610: 8609:Open hardware 8607: 8605: 8602: 8600: 8597: 8595: 8592: 8590: 8587: 8586: 8583: 8577: 8574: 8572: 8569: 8567: 8564: 8563: 8561: 8557: 8551: 8548: 8546: 8543: 8541: 8538: 8536: 8533: 8531: 8528: 8526: 8523: 8521: 8518: 8516: 8513: 8511: 8508: 8506: 8503: 8501: 8498: 8496: 8493: 8491: 8488: 8486: 8483: 8481: 8478: 8476: 8473: 8471: 8468: 8466: 8463: 8461: 8458: 8456: 8453: 8451: 8448: 8446: 8443: 8442: 8440: 8436: 8430: 8427: 8425: 8422: 8420: 8417: 8415: 8412: 8410: 8407: 8405: 8402: 8400: 8397: 8395: 8392: 8390: 8387: 8385: 8382: 8380: 8377: 8375: 8372: 8370: 8367: 8363: 8356: 8353: 8351: 8348: 8346: 8343: 8342: 8340: 8338:organizations 8334: 8328: 8325: 8323: 8320: 8318: 8315: 8313: 8310: 8308: 8305: 8304: 8302: 8298: 8292: 8289: 8287: 8284: 8282: 8279: 8277: 8274: 8272: 8269: 8267: 8264: 8262: 8259: 8257: 8254: 8253: 8251: 8247: 8241: 8238: 8236: 8233: 8231: 8228: 8226: 8223: 8221: 8218: 8216: 8213: 8211: 8208: 8206: 8203: 8201: 8198: 8196: 8193: 8191: 8188: 8186: 8185: 8181: 8177: 8176: 8174: 8170: 8164: 8161: 8159: 8156: 8155: 8152: 8148: 8141: 8136: 8134: 8129: 8127: 8122: 8121: 8118: 8112: 8108: 8105: 8104: 8094: 8088: 8084: 8079: 8078: 8068: 8067: 8062: 8058: 8053: 8049: 8048: 8026: 8022: 8018: 8014: 8007: 7992: 7988: 7982: 7966: 7962: 7958: 7951: 7935: 7931: 7927: 7920: 7904: 7900: 7899: 7894: 7887: 7871: 7867: 7863: 7856: 7840: 7836: 7832: 7828: 7821: 7805: 7801: 7797: 7791: 7775: 7771: 7767: 7761: 7753: 7749: 7744: 7739: 7735: 7731: 7727: 7720: 7712: 7708: 7704: 7700: 7696: 7692: 7685: 7683: 7674: 7670: 7666: 7662: 7658: 7654: 7650: 7646: 7638: 7636: 7627: 7621: 7617: 7610: 7602: 7598: 7594: 7590: 7586: 7582: 7575: 7567: 7563: 7559: 7555: 7548: 7532: 7528: 7524: 7517: 7509: 7505: 7501: 7495: 7491: 7487: 7483: 7476: 7474: 7465: 7461: 7457: 7451: 7447: 7443: 7439: 7432: 7416: 7412: 7408: 7404: 7398: 7394: 7390: 7386: 7385: 7377: 7369: 7365: 7361: 7355: 7351: 7347: 7343: 7336: 7320: 7316: 7309: 7293: 7289: 7282: 7266: 7262: 7255: 7248: 7244: 7241: 7235: 7219: 7215: 7211: 7204: 7188: 7184: 7183: 7178: 7172: 7163: 7158: 7154: 7150: 7146: 7139: 7123: 7119: 7115: 7108: 7092: 7088: 7084: 7077: 7069: 7065: 7061: 7057: 7053: 7049: 7045: 7041: 7034: 7018: 7014: 7008: 6992: 6988: 6984: 6980: 6976: 6972: 6968: 6964: 6960: 6956: 6949: 6933: 6929: 6925: 6918: 6916: 6908: 6902: 6883: 6879: 6873: 6866: 6865: 6857: 6855: 6853: 6851: 6849: 6832: 6828: 6827:Chronicle.com 6824: 6817: 6810: 6806: 6803: 6800:Tamar Lewin. 6797: 6789: 6785: 6780: 6775: 6771: 6767: 6763: 6756: 6740: 6736: 6719: 6715: 6711: 6704: 6702: 6685: 6681: 6680: 6675: 6668: 6661: 6655: 6639: 6635: 6634: 6629: 6623: 6607: 6603: 6599: 6592: 6586: 6582: 6579: 6573: 6566: 6562: 6559: 6553: 6545: 6539: 6536:. 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