2011 Learning MOOC 
Edsurge
JULY 6, 2017
In Oct 2011, a few Stanford professors offered three online courses which were completely free. The media started calling this space MOOCs or Massive Open Online Courses, a term coopted from a 2008 experiment. The narrative in early days of MOOC space was around disruption of universities.
Edsurge
AUGUST 21, 2018
MOOCs have gone from a buzzword to a punchline, especially among professors who were skeptical of these “massive open online courses” in the first place. MOOCs started in around 2011 when a few Stanford professors put their courses online and made them available to anyone who wanted to take them. And that's what MOOCS have.
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Edsurge
OCTOBER 24, 2017
MOOCs have evolved over the past five years from a virtual version of a classroom course to an experience that feels more like a Netflix library of teaching videos. These days, most MOOC providers let learners start courses whenever they like (or on a bi-weekly or monthly basis, as Coursera does). But it doesn’t have to be that way.
Edsurge
MAY 21, 2018
In the past year or so there's been a flurry of announcements from the big MOOC providers involving new degree programs based around their online courses. Earlier this year, for instance, Coursera announced six new degrees , including the first-ever MOOC-based Bachelors. Quite the opposite.
Edsurge
DECEMBER 29, 2016
The modern massive open online course movement, which began when the first “MOOCs” were offered by Stanford professors in late 2011, is now half a decade old. In that time, MOOC providers have raised over $400 million and now employ more than a thousand staff. Class Central. million Udacity - 4 million.
Edsurge
FEBRUARY 20, 2019
From the very start of digital education, the big question has always been: ”How can students learn effectively, if they’re not face-to-face with their instructors?” Most authoring software also integrates assessment tools, testing learning outcomes.
Edsurge
JANUARY 30, 2020
peaked in 2011 and is currently declining. But one particularly promising solution to engaging adult learners and increasing degree attainment is to more intentionally integrate learning and work. Working adults are self-directed, bring experience into the classroom and prefer learning that is practical and problem-centered.
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