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.
Alan Liu and William G. Thomas III see opportunities for programs with the right strategies -- opportunities that may be especially valuable amid all of the cuts faced by so many departments.
Before these massive online courses truly transform higher education, they need to focus on some key teaching issues, writes Gary S. May.
Universities are going to have difficulty if they continue to claim the content of the new courses is of the same caliber as traditional courses, and yet decline to award full credit, writes David Touve.
The debate over whether professors' jobs are destined to disappear hides the real questions facing faculty members about their role, writes Jonathan Rees.
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