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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.
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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.
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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).
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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
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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".
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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
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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.
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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.
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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.
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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.
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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
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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
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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.
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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.
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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
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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
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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.
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2993:. International Review of Research in Open and Distance Learning, Vol. 12(3). March 2011, Learning Technology Research Institute (LTRI), London Metropolitan University, UK.
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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
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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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7689:
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:
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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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3409:
932:
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7964:
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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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7827:"LibGuides: Teaching and Learning with Online Educational Videos: A Subject List of Web Resources for Educators (August 2013): Video MOOCs"
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317:
6909:. In C. J. Bonk, M. M. Lee, T. C. Reeves, & T. H. Reynolds (Eds.), MOOCs and open education around the world. New York, NY: Routledge.
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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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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.
6275:
5428:
Hew, Khe Foon (May 2016). "Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS".
3975:"A massive open online course (MOOC) can be used to teach physiotherapy students about spinal cord injuries: a randomised trial"
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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).
3814:
3331:
459:
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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:
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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".
491:
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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:
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5102:
3662:
2914:, International Review of Research in Open and Distance Learning, Volume 12, Number 3, 2011, accessed 22 November 2011.
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2232:
2113:
1841:, found the website difficult to navigate, with links "hidden" in articles, and the right side lists, clunky and long.
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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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467:
435:
255:
231:
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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".
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6923:
4525:
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relevance and knowledge transfer; and 3. the need for territory-specific study of locally relevant issues and needs.
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577:
525:. Following the publicity and high enrollment numbers of these courses, Thrun started a company he named Udacity and
427:
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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"
8130:
8012:
6990:
6468:
4423:
2934:, International Review of Research in Open and Distance Learning, Volume 12, Number 3, 2011, accessed 31 July 2011.
1260:
Assigning mentors to students is another interaction-enhancing technique. In 2013 Harvard offered a popular class,
804:
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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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5743:
4951:
4753:
4237:
3197:
2196:
P. Adamopoulos, "What Makes a Great MOOC? An Interdisciplinary Analysis of Student Retention in Online Courses",
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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
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7530:
7414:
5246:"Predicting Student Retention in Massive Open Online Courses using Hidden Markov Models | EECS at UC Berkeley"
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lists the major providers as the non-profits Khan Academy and edX, and the for-profits Udacity and Coursera.
282:
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3612:
2984:"Dialogue and Connectivism: A New Approach to Understanding and Promoting Dialogue-Rich Networked Learning"
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3172:
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8534:
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669:
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technology can transform learning and teaching. MOOC.org will adopt Google's infrastructure. The Chinese
443:
7552:
Jackson, Jane (1 March 2002). "Reticence in second language case discussions: anxiety and aspirations".
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8321:
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of online learning". This is unlike companies such as Coursera that have developed their own platform.
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199:
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728:
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8393:
8234:
7082:
6709:
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Semenova, T.V.; Rudakova, L.M. (May 2016). "Barriers to Taking Massive Open Online Courses (MOOCs)".
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5245:
4692:
3739:
3645:
Vihavainen, A.; Luukkainen, M.; Kurhila, J. (2012). "Multi-faceted support for MOOC in programming".
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3075:
3027:
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1608:
743:
In January 2014, Georgia Institute of Technology partnered with Udacity and AT&T to launch their
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479:
7482:
Proceedings of the 18th ACM Conference on Computer Supported Cooperative Work & Social Computing
5411:
5188:
5136:
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3417:
1201:, employing the old form of teaching (lecturing) using a new technology. Thrun testified before the
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5720:
2925:"Connectivism: Its Place in Theory-Informed Research and Innovation in Technology-Enabled Learning"
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distributed throughout all the participants and does not just reside with one or two individuals.
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6678:
4521:
4488:"From market stall to University partnership – Marks & Spencer's long association with Leeds"
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1860:
1604:
771:
298:
8051:
7826:
7523:"Investigating How Student's Cognitive Behavior in MOOC Discussion Forums Affect Learning Gains"
6597:
5804:
5052:
3387:
2423:"Learning in and with an open wiki project: Wikiversity's potential in global capacity building"
505:
In the fall of 2011, Stanford University launched three courses. The first of those courses was
8549:
8484:
8474:
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8449:
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5131:
4785:"Deconstructing Disengagement: Analyzing Learner Subpopulations in Massive Open Online Courses"
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31:
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Alongside the development of these open courses, other E-learning platforms emerged – such as
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8469:
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8344:
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5128:
Deconstructing Disengagement: Analyzing Learner Subpopulations in Massive Open Online Courses
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2395:
1317:
1301:
698:, which limits copying and printing and could use the book only while enrolled in the class.
639:
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17:
8083:
Unlocking the Gates: How and Why Leading Universities Are Opening Up Access to Their Courses
5373:""Turn on, Tune in, Drop out": Anticipating student dropouts in Massive Open Online Courses"
4350:
1325:
selling teaching, assessment, or placement separately from the current package of services.
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223:
6628:"Edukart Raises $ 500K To Bring Better Online Education To India And The Developing World"
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4875:
MOOC, Innovation and Technology in Education (MITE), 2014 IEEE International Conference on
3647:
Proceedings of the 13th annual conference on Information technology education – SIGITE '12
2983:
2904:
161:
in the 1890s–1920s and later radio and television broadcast of courses and early forms of
8:
8644:
8311:
8178:
6576:
Koller, Daphne. An update on assessments, grades and certification, Coursera blog, 2015.
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5546:"MOOC Interrupted: Top 10 Reasons Our Readers Didn't Finish a Massive Open Online Course"
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3472:
1815:
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763:
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109:
Early MOOCs (cMOOCs: Connectivist MOOCs) often emphasized open-access features, such as
8290:
8214:
7706:
7668:
7614:
Samovar, Larry A.; Porter, Richard E.; McDaniel, Edwin R.; Roy, Carolyn Sexton (2012).
7521:
Wang, Xu; Yang, Diyi; Wen, Miaomiao; Koedinger, Kenneth; Rosé, Carolyn P. (June 2015).
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Proceedings of the International Conference on Transformations in Engineering Education
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3668:
3380:"A deeper partnership with XuetangX to increase quality education for Chinese students"
3236:
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2846:
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2004:
1958:
1941:
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But how universities will benefit by "giving our product away free online" is unclear.
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103:
99:
95:
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5087:
Proceedings of the Fourth International Conference on Learning Analytics and Knowledge
720:. The course had a completion rate of (39%), the course was recognized in the journal
90:. In addition to traditional course materials, such as filmed lectures, readings, and
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8194:
8086:
8069:, 17–18, 21–22, 24, Patru, Mariana; Balaji, Venkataraman, UNESCO. UNESCO.
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6178:
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5215:
5098:
4548:"OpenClassrooms Launches First MOOC-Based Bachelor Degree Recognized By French State"
4219:
3996:
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3658:
2944:
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2089:
1963:
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936:
People's Republic of China may have been discouraged by Chinese government policies.
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410:
Many universities scrambled to join in the "next big thing", as did more established
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154:
144:
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7507:
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7410:
6072:"New Dimensions to Self-Directed Learning in an Open Networked Learning Environment"
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4854:
Phatak, D. B (2015). "Adopting MOOCs for quality engineering education in India.".
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57:
6955:"Adventuring into MOOC Writing Assessment: Challenges, Results, and Possibilities"
5677:
5608:
4727:"In Deals With 10 Public Universities, Coursera Bids for Role in Credit Courses",
3323:
690:
In May 2013, Coursera announced free e-books for some courses in partnership with
8603:
8570:
7314:
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6584:
6564:
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5934:
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2117:
1923:
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1053:
924:, latterly called Ministry of Education) and the indian institutes of technology
510:
8066:
Making Sense of MOOCs: A Guide for Policy-Makers in Developing Countries
5458:
5368:
3991:
3974:
3505:"Massive Open Online Courses, aka MOOCs, Transform Higher Education and Science"
2833:
Prpić, John; Melton, James; Taeihagh, Araz; Anderson, Terry (16 December 2015).
1106:
8613:
8598:
8306:
6778:
6761:
4902:
Software engineering education (SEEd): is software engineering ready for MOOCs?
3013:, Proceedings of the 7th International Conference on Networked Learning (2010).
1865:
1749:
1742:
1185:
661:
522:
415:
251:
243:
207:
174:
87:
7656:
7592:
6578:
http://blog.coursera.org/post/131520811622/an-update-on-assessments-grades-and
5713:"Designing, developing and running (Massive) Online Courses by George Siemens"
5690:
3441:"Stanford U. and edX Will Jointly Build Open-Source Software to Deliver MOOCs"
3056:
2964:
2528:
1808:
1159:
8638:
7751:
7702:
7664:
7600:
6978:
6787:
5307:
5219:
5204:"Studying Learning in the Worldwide Classroom Research into edX's First MOOC"
5019:
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2093:
1855:
1728:
526:
339:
79:
7489:
7445:
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7349:
7161:
7144:
5585:, Proceedings of the 7th International Conference on Networked Learning 2010
5505:
Self-directed learning and academic achievement in secondary online students
5470:
5094:
4321:"Primeiro curso superior virtual da América Latina já soma 10 mil inscritos"
4044:
3654:
2110:
1741:
Effects on the structure of higher education were lamented, for example, by
1706:
Relying on user-generated content can create a chaotic learning environment.
569:
MOOC platform XuetangX.com (launched Oct. 2013) uses the Open edX platform.
8618:
8588:
8056:
7897:
7742:
7725:
6659:
6557:
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4000:
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2861:
2834:
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1967:
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1305:
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Startup Veduca launched the first MOOCs in Brazil, in partnership with the
684:
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576:
SDK, a joint open-source platform. It is available to the public under the
514:
330:
294:
110:
7051:
6970:
4517:
4456:"The $ 7,000 Computer Science Degree – and the Future of Higher Education"
4134:
2778:"Partnership Model for Entrepreneurial Innovation in Open Online Learning"
2439:
2422:
1655:
623:
science courses even though the corresponding completion rates are lower.
39:
8146:
5053:"MOOCs on the Move: How Coursera Is Disrupting the Traditional Classroom"
4487:
4105:"Partnership Gives Students Access to a High-Price Text on a MOOC Budget"
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779:
643:
487:
275:
214:
150:
91:
83:
6986:
6954:
6864:
Making Sense of MOOCs: A Guide for Policy-Makers in Developing Countries
6371:"Massive Open Online Courses – A Threat Or Opportunity To Universities?"
3950:
3933:
3410:"edX Takes First Step toward Open Source Vision by Releasing XBlock SDK"
1332:
cited recent developments, including the online learning innovations at
1060:. Authoring tools for the creation of MOOCs are specialized packages of
6632:
6041:"Harvard Asks Graduates to Donate Time to Free Online Humanities Class"
5441:
4983:
3842:"Christina Blanch (Gender Through Comic Books) on teaching with comics"
3566:"Competing MOOC Providers Expand into New Territory – and Each Other's"
2633:
MOOCs and Open Education: Implications for Higher Education White Paper
1321:
1048:
798:
Fantastic Places, Unhuman Humans: Exploring Humanity Through Literature
665:
393:
166:
162:
5463:
Proceedings of the first ACM conference on Learning @ scale conference
4869:
Iqbal, Sajid; Zang, Xizhe; Zhu, Yanhe; Chen, Clara; Zhao, Jie (2014).
4782:
4241:
4016:"Thousands attracted by massive online course for physical therapists"
2085:
1344:, as having potential to reduce the rising costs of higher education.
1040:
per week on the course, including participation in discussion forums.
8593:
8229:
6766:
The International Review of Research in Open and Distributed Learning
5364:
5156:
4868:
4045:
Zafrin Nurmohamed; Nabeel Gillani & Michael Lenox (4 July 2013).
518:
384:
6823:"How EdX Plans to Earn, and Share, Revenue From Free Online Courses"
5503:
5203:
4214:
4187:
3973:
Hossain, Mohammad; Islam, Md. Shofiqul; et al. (January 2015).
1623:
received no applications in the year after they offered the option.
1146:
8383:
8224:
7522:
7438:
Proceedings of the Fourth (2017) ACM Conference on Learning @ Scale
7435:
7382:
5766:
4754:"Learning analytics at Stanford takes huge leap forward with MOOCs"
4377:
2851:
2396:"What is a MOOC? Why Should You Care? | the Teaching Practice"
1644:
MOOCs are regarded by many as an important tool to widen access to
1497:
1376:
1065:
695:
451:
370:
8106:
7765:
7384:
Proceedings of the Third (2016) ACM Conference on Learning @ Scale
7342:
Proceedings of the Third (2016) ACM Conference on Learning @ Scale
6010:"Online Peer Assessment in MOOCs: Students Learning from Students"
4616:"Experts speculate on possible business models for MOOC providers"
4351:"Wedubox first massive online platform in Latam and MassChallenge"
3354:"Announces Partnership with Google to Expand Open Source Platform"
2192:
2190:
2188:
2186:
2184:
281:
Other cMOOCs were then developed; for example, Jim Groom from The
8428:
8199:
7578:
7339:
7177:"San Jose State to Michael Sandel: Keep your MOOC off our campus"
6434:"Remarks by the President on College Affordability – Buffalo, NY"
6207:
An Avalanche is Coming; Higher Education and the Revolution Ahead
5692:
10 Steps to Developing an Online Course: Walter Sinnott-Armstrong
1198:
1161:
10 Steps to Developing an Online Course: Walter Sinnott-Armstrong
534:
455:
374:
6276:"Unbundling and Unmooring: Technology and the Higher Ed Tsunami"
6200:
3004:"Blogs and Forums as Communication and Learning Tools in a MOOC"
2835:"MOOCs and crowdsourcing: Massive courses and massive resources"
2421:
Leinonen, Teemu; Vadén, Tere; Suoranta, Juha (7 February 2009).
1044:
classes required a physical textbook and 5% required an e-book.
694:, an online textbook-rental company. Students would use Chegg's
8403:
8110:
4396:
2181:
1517:
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 (
573:
483:
271:
8115:
7479:
7380:
6762:"Does Formal Credit Work for MOOC-Like Learning Environments?"
3815:"Teaching Gender Through Comics With Christina Blanch, Part 1"
2955:, Instructional Technology Forum, 2006, accessed 31 July 2011.
615:
Following the 2011 launch of three Stanford xMOOCs, including
6501:"Students Rush to Web Classes, but Profits May Be Much Later"
3762:"Desarrollando Aplicaciones para iPhone y iPad | FISICC"
2279:"MOOCs and Open Education Timeline (updated!) | Li Yuan"
1077:
691:
582:
389:
302:
63:
6924:"Collaborating Online Is Sometimes Better than Face-to-Face"
6735:"First-of-Its-Kind Online Master's Draws Wave of Applicants"
5084:
2894:, Huffpost Education, 5 January 2011, accessed 27 July 2011.
1702:
The MOOC Guide suggests five possible challenges for MOOCs:
6802:
Public Universities to Offer Free Online Classes for Credit
6453:
5201:
4392:"Georgia Tech, Udacity Shock Higher Ed With $ 7,000 Degree"
3644:
3294:"Georgia Tech, Udacity Shock Higher Ed With $ 7,000 Degree"
2832:
2132:"MOOCs and Intellectual Property: Ownership and Use Rights"
1809:
The experience of English language learners (ELLs) in MOOCs
1076:
that are easy-to-use and support e-learning standards like
921:
7726:"Dimensionalizing Cultures: The Hofstede Model in Context"
6907:
MOOCs for opening up education and the OpenupEd initiative
6710:"A University's Offer of Credit for a MOOC Gets No Takers"
6138:"Making the most of MOOCs: the ins and outs of e-learning"
5928:
What we talk about when we talk about automated assessment
5151:
Group (10 May 2013). "MOOCs @ Edinburgh 2013: Report #1".
4647:"Daphne Koller: What we're learning from online education"
3932:
Harvey, L.H.; Glinsky, J.V.; et al. (December 2014).
3735:
2612:
1182:
Designing, developing and running (Massive) Online Courses
920:
instituted by the Ministry of Human Resource Development (
3787:
3327:
1203:
President’s Council of Advisors on Science and Technology
925:
808:
793:
654:
646:
to teach academic concepts about gender and perceptions.
378:
267:
7613:
4899:
4291:"American MOOC Providers Face International Competition"
4186:
King, Carolyn; Robinson, Andrew; Vickers, James (2014).
3714:"Experiences from running a programming MOOC in Finland"
3264:"Lesson 11 - Massive Open Online Courses: Brief History"
3182:
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
8059:work. Licensed under CC-BY-SA IGO 3.0 (
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.
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.). Wadsworth Publishing.
7312:
7285:
7267:from the original on 29 January 2016
7258:
7207:
7124:from the original on 27 January 2013
6993:from the original on 1 November 2020
6821:Kolowich, Steve (21 February 2013).
6741:from the original on 2 November 2013
6686:from the original on 1 February 2015
6671:
6608:from the original on 17 October 2013
6467:Mazoue, James G. (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:. Harvard Business Review blog.
4013:
3821:from the original on 1 June 2013
3108:Tamar Lewin (20 February 2013).
2593:from the original on 6 July 2014
2551:Cormier, Dave (2 October 2008).
2495:"CCK08 – The Distributed Course"
2471:from the original on 31 May 2015
2285:from the original on 21 May 2015
2157:David F. 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. Archived from
3372:
3346:
3316:
3286:
3256:
3208:from the original on 3 May 2013
3165:
3067:
3050:
2958:
2937:
2917:
2897:
2877:
2796:
2770:
2605:
2459:Parr, Chris (17 October 2013).
2414:
2388:
2358:
2346:from the original on 9 May 2019
2327:
2297:
2241:
2214:
1771:American Federation of Teachers
1342:Georgia Institute of Technology
816:Student experience and pedagogy
604:Emergence of innovative courses
539:Georgia Institute of Technology
234:in response to a course called
8355:Directory of Open Access Books
8085:. Princeton University Press.
7924:Elias, Esther (11 June 2012).
7616:Communication Between Cultures
7145:"Will MOOCs destroy academia?"
7112:Olds, Kris (3 December 2012).
6369:Zhu, Alex (6 September 2012).
6106:Jacobs, A.J. (21 April 2013).
4752:MacKay, R.F. (11 April 2013).
3764:. Galileo.edu. 24 April 2012.
3074:Yang, Dennis (14 March 2013).
3026:Yang, Dennis (14 March 2013).
2631:Yuan, Li, and Stephen Powell.
2527:Dave Cormier (18 April 2013).
2123:
2057:
1974:
1903:
490:. Venture capitalists include
450:. 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
8063:). Text taken from
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
6092:on 20 January 2012.
6085:(2). 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:
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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:. Archived from
6335:
6329:
6328:
6326:
6324:
6302:
6296:
6295:
6293:
6291:
6271:
6265:
6264:
6262:
6260:
6240:
6234:
6233:
6231:
6229:
6223:
6212:
6198:
6189:
6188:
6170:
6161:
6160:
6158:
6156:
6142:
6134:
6128:
6127:
6125:
6123:
6103:
6094:
6093:
6091:
6076:
6067:
6061:
6060:
6058:
6056:
6036:
6030:
6029:
6027:
6025:
6005:
5999:
5998:
5996:
5994:
5974:
5965:
5964:
5962:
5960:
5944:
5938:
5926:Carson, Steve. "
5924:
5918:
5917:
5915:
5913:
5893:
5884:
5883:, 22 March 2013.
5867:
5858:
5857:
5855:
5853:
5833:
5827:
5826:
5824:
5822:
5800:
5794:
5793:
5791:
5789:
5770:
5764:
5763:
5761:
5759:
5739:
5733:
5732:
5730:
5728:
5723:on 16 March 2013
5709:
5703:
5693:
5688:
5682:
5681:
5661:
5652:
5651:
5649:
5647:
5630:
5621:
5620:
5592:
5586:
5572:
5566:
5565:
5563:
5561:
5542:
5536:
5535:
5529:
5521:
5519:
5517:
5499:
5493:
5492:
5455:
5446:
5445:
5425:
5416:
5415:
5409:
5404:
5402:
5394:
5392:
5390:
5384:
5377:
5361:
5355:
5354:
5352:
5350:
5330:
5324:
5323:
5321:
5319:
5303:
5297:
5296:
5294:
5292:
5281:Inside Higher Ed
5272:
5266:
5265:
5263:
5261:
5242:
5236:
5235:
5233:
5231:
5199:
5193:
5192:
5186:
5180:
5174:
5170:
5168:
5160:
5148:
5142:
5141:
5139:
5123:
5117:
5116:
5082:
5076:
5075:
5073:
5071:
5057:
5056:(text and video)
5049:
5040:
5039:
5037:
5035:
5016:
5010:
5009:
5007:
5005:
4986:(3 April 2013).
4980:
4974:
4973:
4971:
4969:
4948:
4942:
4941:
4939:
4937:
4915:
4906:
4905:
4897:
4891:
4890:
4888:
4886:
4866:
4860:
4859:
4851:
4845:
4844:
4842:
4840:
4831:. Archived from
4829:The Boston Globe
4820:
4811:
4810:
4808:
4806:
4800:
4789:
4780:
4774:
4773:
4771:
4769:
4749:
4740:
4725:Steve Kolowich,
4723:
4717:
4712:
4710:
4708:
4688:
4682:
4671:Prof. Thangaraj
4669:
4663:
4662:
4660:
4658:
4642:
4636:
4635:
4633:
4631:
4620:Inside Higher Ed
4611:
4605:
4592:
4586:
4574:
4568:
4567:
4565:
4563:
4544:
4538:
4537:
4535:
4533:
4514:
4508:
4507:
4505:
4503:
4484:
4478:
4477:
4475:
4473:
4452:
4446:
4445:
4443:
4441:
4420:
4414:
4413:
4411:
4409:
4388:
4382:
4381:
4373:
4367:
4366:
4364:
4362:
4347:
4341:
4340:
4338:
4336:
4317:
4311:
4310:
4308:
4306:
4286:
4280:
4279:
4277:
4275:
4260:
4254:
4253:
4251:
4249:
4234:
4228:
4227:
4217:
4183:
4177:
4176:
4174:
4172:
4157:
4151:
4150:
4148:
4146:
4131:
4125:
4124:
4122:
4120:
4100:
4094:
4093:
4091:
4089:
4073:
4067:
4066:
4064:
4062:
4042:
4036:
4035:
4033:
4031:
4011:
4005:
4004:
3994:
3970:
3964:
3963:
3953:
3929:
3923:
3922:
3920:
3918:
3899:
3893:
3892:
3890:
3888:
3879:. Archived from
3868:
3862:
3861:
3859:
3857:
3837:
3831:
3830:
3828:
3826:
3810:
3804:
3803:
3801:
3799:
3784:
3778:
3777:
3775:
3773:
3758:
3752:
3751:
3749:
3747:
3732:
3726:
3725:
3723:
3721:
3709:
3703:
3702:
3700:
3698:
3683:
3677:
3676:
3642:
3633:
3632:
3630:
3628:
3608:
3589:
3588:
3586:
3584:
3570:
3561:
3555:
3554:
3552:
3550:
3531:
3525:
3524:
3522:
3520:
3500:
3489:
3488:
3486:
3484:
3469:
3463:
3462:
3460:
3458:
3436:
3430:
3429:
3427:
3425:
3406:
3400:
3399:
3397:
3395:
3376:
3370:
3369:
3367:
3365:
3350:
3344:
3343:
3341:
3339:
3320:
3314:
3313:
3311:
3309:
3290:
3284:
3283:
3281:
3279:
3260:
3254:
3253:
3251:
3249:
3227:
3218:
3217:
3215:
3213:
3194:
3183:
3169:
3163:
3162:
3160:
3158:
3136:
3130:
3129:
3127:
3125:
3105:
3096:
3095:
3093:
3091:
3071:
3065:
3059:
3054:
3048:
3047:
3045:
3043:
3023:
3014:
3000:
2994:
2980:
2974:
2967:
2962:
2956:
2941:
2935:
2921:
2915:
2901:
2895:
2883:Downes, Stephen
2881:
2875:
2874:
2864:
2854:
2830:
2821:
2820:
2818:
2816:
2800:
2794:
2793:
2791:
2789:
2780:. Archived from
2774:
2768:
2767:
2765:
2763:
2743:
2737:
2736:
2734:
2732:
2723:. Archived from
2721:Information Week
2712:
2706:
2705:
2703:
2701:
2681:
2675:
2674:
2672:
2670:
2649:
2643:
2629:
2623:
2609:
2603:
2602:
2600:
2598:
2587:Inside Higher Ed
2578:
2569:
2568:
2566:
2564:
2548:
2539:
2538:
2524:
2515:
2514:
2512:
2510:
2490:
2481:
2480:
2478:
2476:
2456:
2445:
2444:
2442:
2418:
2412:
2411:
2409:
2407:
2392:
2386:
2385:
2383:
2381:
2362:
2356:
2355:
2353:
2351:
2331:
2325:
2324:
2322:
2320:
2301:
2295:
2294:
2292:
2290:
2275:
2266:
2265:
2263:
2261:
2245:
2239:
2238:
2218:
2212:
2194:
2179:
2178:
2176:
2174:
2165:. 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:
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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:. Galileo.edu.
3734:
3733:
3729:
3719:
3717:
3710:
3706:
3696:
3694:
3685:
3684:
3680:
3665:
3649:. p. 171.
3643:
3636:
3626:
3624:
3609:
3592:
3582:
3580:
3568:
3562:
3558:
3548:
3546:
3541:. 14 May 2015.
3533:
3532:
3528:
3518:
3516:
3501:
3492:
3482:
3480:
3471:
3470:
3466:
3456:
3454:
3437:
3433:
3423:
3421:
3420:on 3 April 2015
3408:
3407:
3403:
3393:
3391:
3378:
3377:
3373:
3363:
3361:
3352:
3351:
3347:
3337:
3335:
3322:
3321:
3317:
3307:
3305:
3292:
3291:
3287:
3277:
3275:
3268:tell.colvee.org
3262:
3261:
3257:
3247:
3245:
3228:
3221:
3211:
3209:
3196:
3195:
3186:
3180:Wayback Machine
3170:
3166:
3156:
3154:
3146:Financial Times
3137:
3133:
3123:
3121:
3106:
3099:
3089:
3087:
3072:
3068:
3057:
3055:
3051:
3041:
3039:
3024:
3017:
3011:Wayback Machine
3001:
2997:
2991:Wayback Machine
2981:
2977:
2965:
2963:
2959:
2953:Wayback Machine
2942:
2938:
2932:Wayback Machine
2922:
2918:
2912:Wayback Machine
2902:
2898:
2892:Wayback Machine
2882:
2878:
2831:
2824:
2814:
2812:
2801:
2797:
2787:
2785:
2776:
2775:
2771:
2761:
2759:
2744:
2740:
2730:
2728:
2727:on 16 June 2013
2713:
2709:
2699:
2697:
2682:
2678:
2668:
2666:
2651:
2650:
2646:
2640:Wayback Machine
2630:
2626:
2620:Wayback Machine
2610:
2606:
2596:
2594:
2579:
2572:
2562:
2560:
2549:
2542:
2526:
2525:
2518:
2508:
2506:
2491:
2484:
2474:
2472:
2457:
2448:
2419:
2415:
2405:
2403:
2394:
2393:
2389:
2379:
2377:
2364:
2363:
2359:
2349:
2347:
2332:
2328:
2318:
2316:
2303:
2302:
2298:
2288:
2286:
2281:. 11 May 2015.
2277:
2276:
2269:
2259:
2257:
2246:
2242:
2235:
2219:
2215:
2209:Wayback Machine
2195:
2182:
2172:
2170:
2155:
2151:
2141:
2139:
2128:
2124:
2118:Wayback Machine
2109:Wiley, David. "
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:
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4907:
4892:
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4606:
4604:, eLearning NZ
4587:
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4383:
4378:"Academia.edu"
4368:
4342:
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4126:
4095:
4068:
4037:
4006:
3965:
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3894:
3863:
3832:
3817:. Comic Book.
3805:
3790:. Dotlrn.org.
3779:
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3664:978-1450314640
3663:
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3184:
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3131:
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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:
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2357:
2326:
2296:
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2240:
2234:978-0070544109
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1983:
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1866:OpenCourseWare
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1810:
1807:
1750:Michael Sandel
1743:Moshe Y. Vardi
1723:
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1394:Free to access
1392:
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1375:Principles of
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1186:George Siemens
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594:
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523:Jennifer Widom
509:, launched by
416:Blackboard Inc
360:
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252:Stephen Downes
244:George Siemens
208:Daniel Barwick
182:
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175:Marian Diamond
143:Main article:
140:
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111:open licensing
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6800:Tamar Lewin.
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6536:. MIT Press.
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5459:Rosé, Carolyn
5454:
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5369:Rose, Carolyn
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3202:chronicle.com
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2011:
2007:
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1994:
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1990:
1988:
1977:
1969:
1965:
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1955:
1951:
1947:
1943:
1936:
1934:
1925:
1921:
1918:(4): 441–50.
1917:
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1859:
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1856:Language MOOC
1854:
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7271:28 December
7263:. edSurge.
5526:cite thesis
5173:|last=
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4731:30 May 2013
4653:. June 2012
3938:Spinal Cord
3907:Physiopedia
3846:Digital Spy
3689:. mooc.fi.
3583:21 February
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3414:www.edx.org
3124:21 February
2690:Opinionator
2260:13 December
1981:University.
1762:Cary Nelson
1388:Initiatives
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838:Percentage
780:Futurelearn
644:comic books
488:Pearson PLC
276:Second Life
226:. The term
215:Wikiversity
151:Digital Age
149:Before the
84:open access
8645:E-learning
8639:Categories
8438:By country
8300:Strategies
8249:Statements
8220:Manuscript
7831:ala-choice
7766:"About Us"
7325:16 October
7224:13 October
7128:4 February
7023:4 February
6745:31 October
6633:TechCrunch
6612:13 October
6213:. London:
5365:Yang, Diyi
4552:TechCrunch
4361:13 October
4248:13 October
3798:13 October
3788:"LRN Home"
3772:13 October
3746:13 October
3627:14 October
3364:13 October
3278:2 February
2903:Kop, Rita
2852:1702.05002
2815:9 December
1892:References
1612:bachelor's
1049:Karen Head
666:Dan Ariely
446:, and the
394:hype cycle
335:aggregated
163:e-learning
139:Precursors
8594:Open data
8445:Australia
8230:Postprint
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7996:11 August
7971:11 August
7940:11 August
7930:The Hindu
7909:11 August
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3887:10 August
3720:27 August
3697:27 August
3475:. Qoura.
2700:14 August
2622:", (2012)
2173:21 August
2094:0021-9584
1897:Citations
1525:Coursera
1422:Coursera
1391:Nonprofit
1322:unbundled
1291:classes.
1004:Graduate
965:Sampling
956:Auditing
891:Australia
796:. Titled
716:launched
519:Andrew Ng
340:remixable
8525:Portugal
8384:OpenAIRE
8361:Wikidata
8225:Preprint
8172:Concepts
8163:Timeline
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2010:Archived
1968:25500595
1845:See also
1830:Curation
1635:Benefits
1616:master's
1528:Udacity
1498:freemium
1468:Partial
1451:Partial
1439:Udacity
1434:Partial
1417:Partial
1377:openness
1368:—
1312:Industry
1199:lectures
1066:Elicitus
696:e-reader
537:and the
535:AT&T
452:Stanford
371:Coursera
301:(P2PU),
222:and the
86:via the
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