Learn more about the exceptional new book MOOCs and Open Education

MOOCs and Open Education is a book which articulates topics related to open educational resources (OER) and massively open online courses (MOOC). The latest changes in elearning have provided the means for humans all over the world to take online classes. MOOCs are open because they encourage open access via the Internet for all learners. These massive open courses are almost always free but do not lead to formal accreditation. Keeping thousands of students motivated and involved in a course is difficult for an instructor. There are quite a few subjects that blended learning organizations are dealing with now that elearning technology is developing so fast. How can teachers make sure that the quality of teaching provided by these massive open online courses is acceptable? How can organizations assure that instructors are properly credentialed to teach classes online? What strategies are being used by institutions like Stanford University to conduct these massively open online courses? What experimental evaluation strategies and teaching practices are optimal? How can we deal with inadequate student motivation and high student dropout rates?

As blended learning technology becomes more available there is a need to perceive how massively open online courses are being conducted. Trainers and lots of other stakeholders would like to better perceive these promising new open education undertakings. Completion rates for online MOOCs are far less than the completion rates for traditional courses. Corporations want to better understand how these MOOC courses can be enhanced. In response to this expanding need for data the inspiring new book MOOCs and Open Education offers a critical analysis of these massive open online courses and other open education resource issues. This interesting new book also explores the key controversies associated with massively open online courses and open education resources. To learn more please visit MOOCs and Open Education.

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