by Steve Kolowich, Chronicle of Higher Ed
Massive open online courses will not fundamentally reshape higher education, nor will they disappear altogether. Those are the conclusions of separate reports released this week by Teachers College at Columbia University and Bellwether Education Partners, a nonprofit advisory group. Neither report contains any blockbuster news for those who have followed the decline of the MOOC hype over the last year or so. But they support the theory that the tools and techniques Stanford University professors used in 2011 to enroll 160,000 students in a free, online computer-science course will be subsumed by broader, incremental efforts to improve higher education with technology.
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