Rise of Internet learning creates digital divide
USA TODAY
More than two-thirds of low-income families in South Carolina don't have a high-speed Internet connection, said Jessica Ditto, spokeswoman for Connected Nation, a nonprofit organization that works to increase broadband access in the nation. Overall, 57 ...
education's digital future: "We are a hub for discussion of critical questions about education's digital future. A full generation has been living and learning online, yet participation in formal education is still largely accomplished face-to-face in physical space. This is changing rapidly. Our effort is designed to help people think about and navigate this transformation – through coursework, town-hall forums, expert lectures, and ongoing exchange"
http://edf.stanford.edu/
Online Learning Platform, edX, Goes International With The Addition Of Six New ...
TechCrunch
When it comes to online education and massive open online courses (a.k.a. “MOOCs”), Udacity and Coursera have stolen most of the attention. But they aren't the only two choices for voracious distance learners out there; in fact, the number of options ...
Online learning provider edX doubles membership | Boston Herald: "EdX, the nonprofit online learning platform devised by Harvard University and the Massachusetts Institute of Technology, said today it has doubled its institutional membership with the addition of six international schools. Australian National University, Delft University of Technology in the Netherlands, Ecole Polytechnique Federale de Lausanne in Switzerland, McGill University and the University of Toronto in Canada, and Rice University in the U.S. are joining the edX consortium. To date, edX has more than 675,000 individuals using its platform and is on track to educate one billion people worldwide in 10 years, officials said. . . ."
The Trouble With Online College - NYTimes.com: " . . . A five-year study, issued in 2011, tracked 51,000 students enrolled in Washington State community and technical colleges. It found that those who took higher proportions of online courses were less likely to earn degrees or transfer to four-year colleges. The reasons for such failures are well known. Many students, for example, show up at college (or junior college) unprepared to learn, unable to manage time and having failed to master basics like math and English. Lacking confidence as well as competence, these students need engagement with their teachers to feel comfortable and to succeed. What they often get online is estrangement from the instructor who rarely can get to know them directly. Colleges need to improve online courses before they deploy them widely. Moreover, schools with high numbers of students needing remedial education should consider requiring at least some students to demonstrate success in traditional classes before allowing them to take online courses. Interestingly, the center found that students in hybrid classes — those that blended online instruction with a face-to-face component — performed as well academically as those in traditional classes. But hybrid courses are rare, and teaching professors how to manage them is costly and time-consuming. The online revolution offers intriguing opportunities for broadening access to education. But, so far, the evidence shows that poorly designed courses can seriously shortchange the most vulnerable students. . . ."
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