Online education platforms scale college STEM instruction with equivalent learning outcomes at lower cost
Meeting global demand for growing the science, technology, engineering, and mathematics (STEM) workforce requires solutions for the shortage of qualified instructors. We propose and evaluate a model for scaling up affordable access to effective STEM education through national online education platforms. These platforms allow resource-constrained higher education institutions to adopt online courses produced by the country’s top universities and departments. A multisite randomized controlled trial tested this model with fully online and blended instruction modalities in Russia’s online education platform. We find that online and blended instruction produce similar student learning outcomes as traditional in-person instruction at substantially lower costs. Adopting this model at scale reduces faculty compensation costs that can fund increases in STEM enrollment.
As massive open online courses (MOOC) rapidly invaded the education services market at the beginning of the 21st century, a new trend emerged in global education. In the era of globalization and digitization, MOOC acts as an efficient tool to promote universities in the international educational arena, popularize national cultures, and raise additional funds. This is why a lot of countries, including Russia, have entered the race for online courses. Despite all the focus on MOOC in global education, the proportion of studies analyzing the MOOC market and the prospects for MOOCs in the Russian context is rather small. This article mainly seeks to describe the MOOC market and behavioral patterns of MOOC providers in the international and national online education markets as well as to classify MOOC players based on open source data collected from online platforms. As a conclusion, platform data analysis findings are used to identify vacant niches in the MOOC market, and possible avenues of Russian providers’ development in the international segment are assessed. Several data sources are utilized to solve the study objectives: articles, reports, official MOOC-related documents, information from online platform websites, a body of quantitative data collected from two leading online platforms, and a base of quantitative data from the Class Central aggregator, which contains information on MOOCs offered by several major online platforms.
This paper summarizes the progress of the online education for the recent 15 years. The trends detected include multi-source courseware, massive education, intensive analytics, professional marketing and high portability, to name a few. Since our experience in the online education is over a decade, it makes sense to analyze how the technological progress and market pace changed the appearance and lifecycle of the online courses. We analyze the key factors that influence the learning process, make early conclusions and discuss perspectives of the rapidly emerging massive online courses.
Online courses attract thousands, even millions of students from all corners of the Earth. As
such, they have the potential to educate many people. Education, however, is not neutral.
Knowledge is embedded in contexts and perspectives, carrying ideological baggage, and
so is teaching and learning. Teaching can no longer be the mere provision of content. The
knowledge explosion implies that the ability to master content should become part and
parcel of the course curriculum. In the same vein, the fact that online courses attract students
from many different contexts necessitates that lecturer and student alike should be aware of
the underlying ideologies in the course content. To this end, in this conceptual article it is
argued that discourse analysis of not only the written course content but also of images used
to illustrate the content can be helpful; these are often not scrutinised for ideological baggage.
If not, the online educated human might become the online indoctrinated human, to the
detriment of all
The article compares the results of learners which had been studying economics in two different ways - traditional education with lectures/seminars and online education (as part of the massive open online course). In both cases, students were asked identical questions on the same topic of the introductory course in economics. Classes was conducted by the same teacher. According to the comparison results, secondary school pupils demonstrated better performance than online-learners. However adult students of the second higher education program had results very close to the results of online students (such as grade distribution, average score for every question).
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.