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Re "Colleges Adapt Online Courses to Ease Burden" (front page, "Virtual U." series, April 30):
It is heartening to see that massive open online courses, or MOOCs, which would be expected to reinforce the discredited idea that students learn best from a great professor "standing and delivering," may actually be helping to finally rid us of that notion.
For two to three decades the evidence has grown that active student engagement with material, not brilliant lecture presentations, is the key to learning. It seems that San Jose State's blended version of a MOOC, weaving material from online classes into instruction, supports that conclusion.
As your article correctly points out, it may not be the MOOC itself that produced a 91 percent pass rate in the blended circuits course, but rather the intensive in-person workshops and 24/7 availability of online mentors. Let's hope that the results at San Jose State will be replicated with a scaling up in class size, and let's be sure we take away the right lesson.
The MOOCs' key role may be in enabling a more engaging structure for courses, and if so, MOOCs have done higher education a great service.
DANIEL E. LEMONS
New York, April 30, 2013
The writer is a professor of biology at City College of New York, CUNY.
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