Jennifer V. Ebbeler always knew that somebody else would end up teaching her online Roman-history course. But that didn’t make giving it up any easier.
Ms. Ebbeler spent nearly two years building an online version of “Introduction to Ancient Rome” with a team of designers at the University of Texas at Austin, where she is an associate professor of classics. Most of the heavy lifting came during the last academic year, when one of her colleagues taught the course to hundreds of undergraduates while she coordinated behind the scenes.
By Steve Kolowich
Read more.
http://chronicle.com/blogs/wiredcampus/
Wednesday, May 27, 2015
Friday, May 1, 2015
What Is Being Learned From MOOCs? New Report Takes Stock
The hype around the free online courses called MOOCs has drawn millions of students, who are all essentially part of a teaching experiment of unprecedented scale. These days, researchers are increasingly checking in on that experiment.
A new report, released on Thursday, seeks to answer the question “Where is research on massive open online courses headed?”
The report is the work of the MOOC Research Initiative, funded with more than $800,000 in grant support by the Bill & Melinda Gates Foundation. The group put out a call for research submissions and used much of the grant money to fund 28 of them, which were then analyzed for the report.
By Casey Fabris
Read more.
http://chronicle.com/blogs/wiredcampus
A new report, released on Thursday, seeks to answer the question “Where is research on massive open online courses headed?”
The report is the work of the MOOC Research Initiative, funded with more than $800,000 in grant support by the Bill & Melinda Gates Foundation. The group put out a call for research submissions and used much of the grant money to fund 28 of them, which were then analyzed for the report.
By Casey Fabris
Read more.
http://chronicle.com/blogs/wiredcampus
Subscribe to:
Posts (Atom)