The growth in the number of professors teaching fully or mostly online gives community college students far fewer opportunities to interact with possible advisers and mentors, writes Keith Kroll.
A worthy concept has been degraded and is not nearly as open or online or oriented on educational goals as were its first iterations, writes Kevin Bell.
Forget MOOCs. The true challenge to higher ed will come from models that use cognitive science and technology to remove faculty members from the center of the learning process, writes Richard Holmgren.
With apologies to Henry Wadsworth Longfellow, Sherman Dorn considers the hype over massive open online courses.
Jonathan Rees found much to like in a MOOC in which he enrolled, but writes that the use of students to evaluate one another does not work and undermines the role of professors.
Peter Stokes takes a peek inside the latest laboratory spawned by MIT and Harvard -- edX, the nonprofit MOOC provider.
Ted Fiske rewrites the lyrics of some traditional college songs and cheers -- and invites others to submit similar revisions of their favorites.
Bob Samuels presents a case against distance education, which he says is trying to replicate large lecture classes rather than the best of academe.
MOOCs offer empty promises to open-access institutions and the rush to pursue the massive online option can trample shared governance, write six faculty members from San Diego community colleges.
The dominant model may not make sense for liberal arts colleges, but if you take away the "massive" part, there is great potential, write W. Joseph King and Michael Nanfito.
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