MOOCs are complementing institutions with flexible professional courses, fulfilling predictions made a year and a half ago.
Rachelle Peterson warns against several dangers of MOOCs, which include the possibility of data mining and privacy infringement.
Much like taxi car medallions, college degrees are viewed as pricey but essential investments.
Faculty are becoming more hopeful about technology's ability to convey information, but are increasingly skeptical about its worth in transmitting more than just facts.
The cost-free model of MOOCs may not last forever. College administrators speculate that they may soon need to start charging tuition.
NAS member Barbara Oakley is teaching the largest course on learning ever taught.
Dr. Richard Bishirjian, president of online liberal arts college Yorktown University, writes on the Majorly Obnoxious Operative Costs of MOOCs.
The MOOC provides a platform for education about Western Civilization.
Rachelle DeJong recounts her final thoughts on an eight-week MOOC on Sustainability.
Despite technological advances that have made most other industries more efficient, "path dependency" has kept higher education stuck in the past. Can MOOCs be the solution?
The closing lecture of an "Introduction to Sustainability" MOOC reveals the limited reciprocity between teachers and students in online learning environments.
Can the laissez-faire policies of MOOC courses allow students to build community?
This is Part 2 of Rachelle Dejong's series on taking a MOOC. You can find Part 1 here.
Can a classroom provide a healthy learning environment for masses of students?
Now, Massive Open Online Courses serve as a supplement to classroom learning, and it seems that colleges are more eager to produce them than to use them. But what happens when colleges embrace the MOOC?
In another top 10 list, Peter Wood remembers people who did something original, creative, noteworthy, or surprising in 2013.
NAS recaps the top ten higher education stories from 2013.
Now that MOOCs' disappointing early performance has dampened prophecies of higher ed's collapse, competiting narratives envision different niche markets for MOOCs to serve.
MOOC students are often college degreed professionals, not the underprivileged assemblage that MOOCs intended to reach.
Sebastian Thrun, the founder of Udacity, thinks MOOCs have failed to reach their target audience and need to switch their focus to teaching technical skills.
Ninety percent or more of MOOC registrants will fail to complete their courses, often because of the impersonal, sterile atmosphere.
MOOCs are often hailed as the cost-savers of higher ed, but it turns out they're rather expensive to make.
According to Inside Higher Ed's recent survey, many professors believe Massive Online Open Courses (MOOCs) are inferior to other forms of online teaching and the real-life classroom.
The MOOC tsunami may prove to be more of a tributary.
Unschooling is popular, but should it be?