Literaturnachweis - Detailanzeige
| Autor/in | Horton, Howard E. |
|---|---|
| Titel | COOCs over MOOCs |
| Quelle | In: New England Journal of Higher Education, (2013)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1938-5978 |
| Schlagwörter | Access to Education; Online Courses; Costs; Large Group Instruction; Class Size; Higher Education; Faculty; Educational Technology |
| Abstract | Massive open online courses (MOOCs) are all the rage these days and are being offered as a potential way to shorten the degree-attainment process and thereby reduce costs. At New England College of Business and Finance (NECB), staff focus on what the author likes to call "classically offered online classes" or COOCs, instead of MOOCs. Through COOCs, NECB is lowering the cost of education in ways that preserve quality. There is a growing online imperative in higher education without which the ability to lower costs and to provide more access to education cannot be accomplished in today's economic environment. Many traditional colleges are struggling, and in turn, are deeply discounting tuition to attract students. At the same time, these institutions are not changing their model so they continue to bear the same cost structure. In particular, and especially in regard to MOOCs, costs are being reduced at the expense of an inviolate component of a quality educational process: the faculty. (ERIC). |
| Anmerkungen | New England Board of Higher Education. 45 Temple Place, Boston, MA 02111. Tel: 617-357-9620; Fax: 617-338-1577; e-mail: info@nebhe.org; Web site: http://www.nebhe.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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