If the outcome from online courses is uneven, it's little wonder. Most instructors aren't exactly up to speed on what to expect, according to a new report from the Online Learning Consortium
An experiment by MIT to test out a credential program delivered as a MOOC has blossomed into 19 different "micro-masters" offered by nearly as many members of the edX consortium.
The Credential Transparency Initiative today debuted its Credential Registry, a tool for documenting and comparing certifications, degrees, certificates, licenses, badges and other micro-credentials. The project includes the formation a new nonprofit organization, Credential Engine, tasked with taking the effort mainstream.
Eddie Maloney, executive director of Georgetown's Center for New Designs in Learning and Scholarship, makes the case for a new academic discipline built around the study of educational technology, learning analytics and instructional design.
Four years after the launch of edX, the data generated by massive open online courses still mystifies many institutions. Could inter-university collaboration unlock the secrets to better course delivery?
Quality Matters, a nonprofit organization providing quality standards, professional development, course/program review and more, has added a new Teaching Online Certificate to its lineup of certifications for quality assurance in online learning.
A Pennsylvania State University research project is exploring the possibility of using 3D printing and interactive technology to teach middle school students about the human brain.
A University of California Irvine research project may be the first of its kind to attempt to measure the impact and feasibility of the use of robots to bring homebound students into the classroom when they can't be there physically.
Laws in more than 20 states restrict or prohibit local governments from building their own broadband networks, according to a report released today by the Education Commission of the States.
The biggest predictor of student achievement (based on their use of a learning management system) isn't the amount of time they spend working with course content; nor is it how long they spend taking assessments or participating in discussion forums.