Originally published by MIT News, Maria E. Cruz Lopez | Office of Digital Learning
The increasing popularity of massive open online courses (MOOCs) has created new pathways to education, connecting diverse groups of learners not bound by geography. But what happens when these online students engage and interact? Do they build bridges of healthy discourse or do they form siloes of insular thinking — and is it possible for instructors to forge communities founded on conversation rather than conflict? Read more about Out of the echo chamber: New grant enables research into online course forums
Harvard’s Vice Provost for Advances in Learning (VPAL), Peter Bol, announced today the formation of the VPAL Research Group. The organization integrates HarvardX and the research fellows’ programs from the Harvard Initiative for Learning and Teaching (HILT) and adds new leadership and positions.
While the proliferation of massive open online courses (MOOCs) has expanded learning opportunities for individuals around the world, the digital classroom is also subject to many of the same issues as the traditional one — such as cheating.
In a new working paper, researchers at Harvard University and the Massachusetts Institute of Technology (MIT) have identified a new method of cheating specific to open online courses, and have recommended a number of strategies that are proving effective in preventing it. Read more about Study Identifies New Cheating Method in MOOCs
Zofia comes to HarvardX from Harvard Medical School (HMS) where she was a curriculum fellow for the Infectious Diseases Consortium.
While at HMS, she worked on curriculum development and planning of paracurricular activities for graduate students who study infectious diseases across all of the Harvard life sciences programs and departments.
Since “Year of the MOOC” became a catchphrase in 2012, massive open online courses have had their fans and detractors. Some have claimed that online learning is a “disruptive revolution” and a harbinger of the end of residential colleges, while others have called MOOCs “mere marketing” at best or an abject failure at worst, singling out low completion rates.