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Curated content on higher education presented by the Society for College and University Planning (SCUP).
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Massive Open Online Courses Prove Popular, if Not Lucrative Yet | NYT

Massive Open Online Courses Prove Popular, if Not Lucrative Yet | NYT | SCUP Links | Scoop.it
New companies are partnering with universities to offer online courses, in an effort that could define the future of higher education — if anyone can figure out how to make money.
Society for College and University Planning (SCUP)'s insight:

“'Monetization is not the most important objective for this business at this point,' said Scott Sandell, a Coursera financier who is a general partner at New Enterprise Associates. 'What is important is that Coursera is rapidly accumulating a body of high-quality content that could be very attractive to universities that want to license it for their own use. We invest with a very long mind-set, and the gestation period of the very best companies is at least 10 years.'

But with the first trickles of revenue now coming in, Coursera’s university partners expect to see some revenue sooner."

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Colorado study shows that taking basic science classes on line in community college does not adversely affect later academic performance - SCUP's Planning for Higher Ed Mojo

In WCET's "Frontiers: Trekking through the e-learning policy and practice wilderness,"  Rhonda Epper, Assistant Provost at the Colorado Community College System and past chair of the WCET Executive Council, writes about a recent study of WCET's students:


The first part of the study looked at online and traditional students only within the community college system.  The greatest difference between students in the online versus traditional science courses were with grades earned in those specific science courses.  Students in traditional Biology and Chemistry classes received, on average, higher course grades than students in online classes.  Grades earned in Physics were similar for both online and traditional students.  In spite of lower grades in Biology and Chemistry classes, the online students had either very similar or slightly higher overall GPAs than students completing these courses in traditional classrooms.  Furthermore, the online students in all three science disciplines had similar or higher cumulative credit hours earned than their traditional counterparts. 

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