Seeing grit as a panacea among historically disadvantaged students can be a dangerous distraction from other barriers to student retention.
Articles on MOOCs
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African governments, policy makers and education sectors could learn a great deal from other developing countries.
Enrollment in online courses surged during the pandemic. An expert on online learning behaviors shares what to do before, during and after taking a course in order to reap the most benefits.
When lockdowns went into effect earlier this year, interest in massive online open courses, or MOOCs, began to surge. An expert expects the interest to continue.
As new ways of working have spread throughout the workplace, a culture of lifelong learning is competing with the traditional practice of on-the-job training.
Technology has disrupted the way universities offer courses, the types of skills we will need, and the duration for which we will need them. Here are three things universities must do to survive.
To truly understand their discipline, students need to interact with laboratory equipment. They must both fail and succeed at running experiments.
Education systems around the world are increasingly recognising the value of local approaches to thinking, learning and being.
University “Indigenization” efforts using Massive Open Online Courses promise to reach wide audiences. They also raise critical questions about how to embody Indigenous ways of knowing and relating.
Artificial intelligence and automation are bringing changes to higher education that will challenge, and may even threaten, traditional universities.
Information and communication technologies (ICT) offer new opportunities for improving basic education in Africa.
For many universities, working with private edtech companies could be the only way of keeping pace with the changing world of education.
How do we and should we work with the first generation “digital native” doctoral researchers?
Science today is increasingly data-driven, but our education system has not caught up.
David Glance sits down with Apple co-founder and inventor of the Apple 1 computer, Steve Wozniak, to talk about his life, his thoughts on Apple then and now and how technology is changing the world.
MOOCs are an opportunity for African universities to bring the continent’s thinkers and theories to the world. They also have great benefits for full-time students to experience a flipped classroom.
A scholar who has taught 250,000 students worldwide through the Massive Open Online Courses (MOOCs) reflects on the changes that these courses are bringing. Should all those in higher ed be worried?
A professor of literature who is also a poet tackles the issue of the inroads technology has made in the relationship between teacher and learner.
Students are creating ‘multiple personalities’ to cheat on MOOCs. How do they do that? What are its implications?
How Massive Open Online Courses are maturing into useful tools.
Top contributors
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Adjunct Professor Faculty of Law, Queensland University of Technology
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Research fellow in science and technology studies/bioethics, University of Oxford
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Lecturer, Department of Electronics and Computer Science, University of Southampton
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Associate Professor, University of Southampton
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Professor and Director of Knowledge Lab, UCL
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Senior Lecturer in Communication, Deakin University
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Emeritus Professor of Education, University of Derby
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Chef de projet « Éducation, formation, emploi », Agence Française de Développement (AFD)
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Professor of Economics, RMIT University
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Professor specialising in Internet law, Bond University
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Director of UWA Centre for Software Practice, The University of Western Australia
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Chair in Educational Technology, The Open University
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President of edX and Professor of Electrical Engineering and Computer Science at MIT, Massachusetts Institute of Technology (MIT)
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Visiting Assistant Professor, Department of Design and Innovation Weatherhead School of Management, Case Western Reserve University
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Professor of Educational Technology, Innovation and Change in the School of Education and Director of Digital Learning, University of Leeds