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.
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