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.
NAS member Barbara Oakley is teaching the largest course on learning ever taught.
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?
A new Gallup survey shows a wide gap between the perspectives of business leaders and higher-education leaders on how prepared today's college graduates are for the work force.
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?
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.
The MOOC tsunami may prove to be more of a tributary.
Vedder foresees big changes coming in American higher education.
Should education be free?