Online Learning: The Need for Student Inclusion in MOOC Decision Making

by ANJNEY MIDHA, Stanford Review

The ability of students to count online classes toward their major and graduation requirements is a double edged sword, offering unprecedented freedom and choice in academic selection, while simultaneously fragmenting what is likely the most unifying tenet of the Stanford experience; interacting with fellow students in common classes. This problem does have its workarounds, but none that involve discounting student involvement in the planning and implementation of creditable MOOCs. Unfortunately, a void in student inclusion seems to be the current status quo in Stanford’s agenda on online education.

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