MOOCs and Pedagogy: Part 2
Hard as it is for me to keep up with the spread of MOOCs (Massive Open Online Courses) in higher education and the sizable issues accompanying how they are organized, taught, and what students take away from the experience, I have learned a few things from taking one course (although I dropped out), listening to a panel of professors who taught online courses, and reading extensively pro- and anti- MOOCs commentaries. Here is what I have learned thus far.
1. At least three groups of academics and entrepreneurs have emerged in debating the merits of MOOCs: Advocates, Skeptics, and Agnostics.
Advocates (see here, here, and here) include those recent entrepreneurs into the world of MOOCs and academics swept off their feet by offering their expertise to thousands–even hundreds of thousands–of students simultaneously as opposed to hundreds in a lecture hall. Advocates also include those who have labored long
1. At least three groups of academics and entrepreneurs have emerged in debating the merits of MOOCs: Advocates, Skeptics, and Agnostics.
Advocates (see here, here, and here) include those recent entrepreneurs into the world of MOOCs and academics swept off their feet by offering their expertise to thousands–even hundreds of thousands–of students simultaneously as opposed to hundreds in a lecture hall. Advocates also include those who have labored long
