By TAMAR LEWIN, New York Times, December 10, 2013
Two years after a Stanford professor drew 160,000 students from around the globe to a free online course on artificial intelligence, starting what was widely viewed as a revolution in higher education, early results for such large-scale courses are disappointing, forcing a rethinking of how college instruction can best use the Internet.
A study of a million users of massive open online courses, known as MOOCs, released this month by the University of Pennsylvania Graduate School of Education found that, on average, only about half of those who registered for a course ever viewed a lecture, and only about 4 percent completed the courses.
Much of the hope — and hype — surrounding MOOCs has focused on the promise of courses for students in poor countries with little access to higher education. But a separate survey from the University of…
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