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With the new funding, he [Andrew Ng, Coursera co-founder] said, the company plans to focus on several key areas, including: New mobile apps (coming in the next few months) Deeper international expansion through translation and distribution partnerships Opening up Coursera to enable third-party apps and integrations (long term, the plan is to open up APIs, but in the short term they'll enable university partners to integrate other apps with Coursera) New features to encourage more collaboration between students When I pointed this out on Twitter, Burck Smith of StraighterLine got it right when he said "Sounds like an LMS".

Antioch University is the first US institution to receive approval from Coursera to offer college credit for specified Coursera MOOCs (massive open online courses). Through this new partnership, Antioch University and the Antioch University Los Angeles campus can reduce student costs to complete a four-year degree and expand course offerings through free online courses offered by the highly respected universities that have partnered with Coursera.

Very cool! Maybe college debt will start to go down for students of the future. Higher levels of education for less money :) I know I will paying back my school loans until I am dead.

The only thing we've heard from Coursera is that their idea for charging people for certificates of completion netted $220,000 in Q1 of this year. Given that Coursera's annual burn rate seems to be in the neighbourhood of $10M (that's on top of their partners spending $50K/course to place it on the Coursera platform), this is peanuts.

"Coursera has been informed by the Minnesota Office of Higher Education that under Minnesota Statutes (136A.61 to 136A.71), a university cannot offer online courses to Minnesota residents unless the university has received authorization from the State of Minnesota to do so. If you are a resident of Minnesota, you agree that either (1) you will not take courses on Coursera, or (2) for each class that you take, the majority of work you do for the class will be done from outside the State of Minnesota."

"The two MOOCs at Coursera discussed here are representative of the clashes between the views on how people learn. And people do want to learn, are motivated; are eager to take charge of their learning, make connections, expand their network and construct knowledge. The Web as a classroom creates opportunities for learning and teaching like never before. As the learner's needs change, so does the role of the instructor, and if he or she implements appropriate pedagogical methods for the learning context, both will have opportunities to expand knowledge consistent with their own learning goals and needs."

"I think it is rather like a shared textbook, though I think the key distinction is you cannot give a textbook to a shared group of students and expect students to learn from it," Koller said. This creates some new ways for Coursera to bring in cash. Right now it is relying on charging for verified completion certificates and revenue from an Amazon.com affiliates program if users buy books suggested by professors.

"Even if you routinely teach large courses, a MOOC requires far more time to prepare and execute. To prepare the three lectures offered in a single week, my team spent about 20 hours planning and developing content. I spent an additional eight hours rehearsing my lectures. It took just under four hours to record the video for three formal lectures. I cannot speak to the editing process, because another unit at Georgia Tech does that work, but it usually takes five to 10 days to receive the edited video and get Coursera approval. Even then there is more work to incorporate any quiz links or other "in-class work" that takes place during lecture pauses. Finally there is the "Courserafication" process of uploading and configuring the content for use on our Coursera site. Formatting assignments and other content takes still more time."

the rush for institutions to join Coursera isn't just a matter of their recognizing potential for these kinds of classes to reshape higher education. In the midst of all the hype and the hoopla, it's FOMO. The fear of missing out. Indeed as Coursera co-founder Andrew Ng tells Inside Higher Ed, the startup will "probably double its university partnerships at least one more time before it stops recruiting new institutions." So hurry, folks. You don't want to miss out…

Coursera continued its ambitious expansion in the growing market for MOOC support today, announcing accords with 16 new universities to help them produce massive open online courses - more than doubling the company's number of institutional partners and pushing its course count near 200.

"Speaking of companies. Interestingly, language learning companies like Rosetta Stone, Alliance Française and Lingo Live are among the first adopters. So is MOOC behemoth Coursera offering a mix of free and paid tutoring sessions for its Machine Learning course. Notably there is a big group of language tutoring both from companies and private tutors in the Education & Career category, showing that this is still the easiest subject to bring online. Prices range from free over $5 to up to $25 per 30 minute session. Nevertheless other popular subjects like math are also widely offered. As Google Helpouts are built upon Google Hangouts features like screen sharing and document sharing, they also enable tutors to also teach topics that need more interaction or visual support."

"To hold ourselves accountable for building upon this favorable impact, we made the Learner Outcomes Survey a permanent part of our platform experience: every learner, anywhere in the world, who completes a course now receives a survey a few months later. And since a lot has changed on Coursera since 2015 - we've gone from 90 active courses on our platform to 2,000, and more than doubled the size of our learner community - we decided it was time for another deep dive into the data."

"A complete list of free online courses offered by Stanford, Coursera, MIT and Harvard led edX (MITx + Harvardx + BerkeleyX), and Udacity"

"A complete list of free online courses offered by Stanford, Coursera, MIT and Harvard led edX (MITx + Harvardx + BerkeleyX), and Udacity "

"There are 8 possible monetization strategies that MOOC providers like Coursera, or Learning Management System providers could adopt:"

Mr. Kellen said he would not rule out using the Coursera partnership to streamline certain parts of the curriculum in the future. "I am fairly confident that MOOC-like techniques could be a viable option for certain high-volume operations," he said. "And I would say large lectures are one of those."

These are important questions, and I'm glad I have colleagues helping me try to answer them. But my initial response to these concerns is to respond with a question of my own: Instead of comparing a Coursera course to a traditional college class, what if we compare it to a textbook? This is the question that often pivots discussions of Coursera from skepticism to curiosity.

"Airbnb, Coursera, and Uber: The Rise of the Disruption Economy"

Well I suggest these industries jump on board or become dinosaurs!.

"So as you can see, a varied view about the presence of CTA's emerges from the comment, but most seem to agree that their presence was indeed required, and people would have actually preferred if they had been informed about the presence of the CTAs. As it turns out, there was a thread on the Coursera forums introducing the CTAs, but I think there is a problem with that. I have already voiced my view on Coursera's forums - they are not very user friendly and a thread like this can easily be missed there. Honestly speaking, I prefer the social spaces as compared to the forums on Coursera."

"Reviews for Udacity, Coursera, and edX."

This is nice...thanks!

"But most students who register for a MOOC have no intention of completing the course, said the company's co-founders, Daphne Koller and Andrew Ng. "Their intent is to explore, find out something about the content, and move on to something else," said Ms. Koller."

This semester (spring, 2013), I integrated my on-campus Duke University class (which I've taught twice before using a "traditional" lecture format) with my online class (which I'd taught once before via Coursera MOOC), both bearing the title "Introduction to Genetics and Evolution." My on-campus class had 453 students, while the online one peaked at 27,000 enrolled (though MOOC enrollment figures are misleading). Needless to say, I was more than slightly nervous about this experiment messing up, given the number of students who would be affected! My initial reaction is that the integration (via "flipped classroom") was a success and thoroughly enjoyable by me (I'll have to wait to see the formal course evaluations before I know how much most of the students liked it), but I learned some lessons for future iterations.