Print:$75.00
PDF:$75.00
Multi-SiteLicense:$189.00
The study looks closely at how 21 institutions of
higher education design their online courses, blended learning
courses and MOOCs. Participants include McGill, the University
of Rochester, the Royal Institute of Technology, UCLA,
Southern Illinois University, the University of Alabama, the
University of Advancing Technology, the University of
Manchester, State University of New York at Brockport,
Victoria University of Wellington, the University of North
Carolina Greensboro, the University of Glasgow and many
others.
The 76-page report gives detailed data on how colleges
are using classroom video,
social media, “flipped” classrooms, short and
frequent spot quizzes, peer mentors and other strategies to
improve their online courses and MOOCs. It also provides data
on the kinds and types of MOOCs in development, the timetable
for their development, and how they are viewed by their
institutional creators. For example, are MOOCs viewed as loss
leading “feeders” to the colleges’
traditional or distance education
programs.
The study gives hard data on the size of support
staffs for MOOC and online course development and at
assessment strategies for MOOCs and more traditional online
and blended learning courses. The report helps its readers to
answer questions such as: what kinds of cloud services and
software tools are colleges using to build online courses and
MOOCs? What are their budgets? If they are developing MOOCs
what is the intended audience? What is the role of taped
classroom lectures? Of social media? How are colleges trying
to overcome the inherent inefficiencies of traditional college
education?