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.
Critics of Massive Open Online Courses (MOOCs) have long raised concerns about low overall completion rates by learners. A new study in the December 8 issue of Educause Review Online (ERO) by Harvard University researcher Justin Reich reveals that these rates, hovering between 2 and 10 percent, often do not account for one crucial factor: student intentions. Read more about Learner Intention Recasts “Low” MOOC Completion Rates
Last September, HarvardX, the University-wide strategic initiative to enable faculty to build open online learning experiences and to conduct research, invited creative coders from around the world to a learning technology challenge.