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This short article comes from the Chronicle of Higher Education. It is part of the ongoing research around MOOCs. This article deals with the management of a MOOC. I hope to create an online class for Candler that will also serve as a MOOC. This will contribute to the learning of how each is different. In December 2013 a group of academics gathered during a Texas snowstorm and began the second phase of a discussion about massive open online courses. They were not terribly impressed by the hype the courses had received in the popular media, and they had set out to create a better body of literature about MOOCs-albeit a less sensational one.

A good springboard page for information on Sugata Mitra and his learning centered ideas for young students. More questions than answers in his work, particularly in how it applies to post secondary education.

Here is the very large report following ten years of studying online education. I think it probably has been or will be cited in other postings in this bibliography, but I thought it would be good to post the whole thing here. It's is very comprehensive but also easy to access. Enjoy!

Tenth annual report on the status of online learning in U.S. higher education. The survey is based on the response from more than 2,800 colleges and universities and addresses the status of Massive Open Online Courses (MOOCs), the increasing importance of a long-term teaching strategy, ther percentage of students learning online, does it take more time and effort for faculty, is online comparable to F2F learning, faculty acceptance to online learning, and barriers to the adoption of online learning.

With the number of students taking online classes increasing, the need for instructors to be versed in the world of online teaching also increases. What are some best practices of online teaching? Do MOOCs have a place in the higher education learning market? How will the virtual classroom evolve?

I appreciated this article's insistence that our focus needs to be on learning outcomes rather than technology. Recently, I taught an in-person class that was designed with a strong audio-visual component. This was for an adult education program outside Emory. But after the first class I realized that the audiovisual material was distracting me and not contributing that much, so I ditched it. What worries me about being an online instructor is not being able to make quick changes to the audiovisual regime during the semester.