The intersection of technology and education has spawned some thought-provoking insights and commentary in the paper of record last month.
The New York Times examined the impact and role of online courses in secondary education in three separate articles in November. One outlined a journalist’s experience taking an online course in from a University of Pennsylvania professor, describing the positives (peer grading, presentation of interesting facts, creation of a community) and the negatives (potential for cheating, poor production values, potential for cheating, and lack of credit).
That last issue, theother Times article notes, is receiving further attention: the American Council on Education has announced that a pilot project in conjunction with Coursera to determine whether at least some courses are similar enough to their tradition counterparts that college students should receive credit for them:
As the Times further explains:
“The council’s credit evaluation process will begin early next year, using faculty teams to begin to assess how much students who successfully complete Coursera MOOCs have learned. Students who want to take the free classes for credit would have to pay a fee to take an identity-verified, proctored exam. If the faculty team deems the course worthy of academic credit, students who do well could pay for a transcript to submit to the college of their choice.”
The unanswered question of Massive Online Open Courses (MOOCs), however, is whether their dizzying expansion will channel their massive enrollments into tangible gain. As the Times’ most comprehensive piece on the subject observes, “Lower-tier colleges, already facing resistance over high tuition, may have trouble convincing students that their courses are worth the price,” whereas prestigious schools win prestige and plaudits for hosting free courses by respected and famous teachers.
As with any rapid change, this development prompts a number of questions. What will the fallout be for untenured professors, who may find themselves replaced in favor of MOOCs? Will such courses become a model for cooperative learning, or cheating? How will whatever changes take place filter down to the level of high school education.
As one professor said, “This is still brand new. It’s still the Wild West.”
Where do you think the growing integration of online learning and classroom instruction will lead?
klänningar. Vår Bröllopsklänningar axelbandslös klänning val grundas på en lämplig balans mellan skönhet och designprinciper . Bruden kommer inte att ha några problem, Bröllopsklänningar grab för mycket uppmärksamhet till gästerna, samtidigt som deras oskuld charm.