Over the past two decades, this fundamental progress in educational technology has been combined with its broad-based adoption at scale. Digital assessments allow more direct review of relevant, authentic performances. Previously, widely available data for large numbers of students principally came from standardized exams or standardized research instruments, such as the Force Concept Inventory in Physics. These assessments are limited to a short time window as a result, they contain either a large number
Hamid, S., & Singaram, V. S. (2016). Motivated strategies for learning and their association with academic performance of a diverse group of 1st-year medical (1), 104-107.
So it’s time to re-envision online courses, imagining them not merely as destinations but as proving grounds for future opportunities. They’ll never be perfect replacements for in-person learning, but they can be ways for institutions to more effectively identify who they should offer finite resources to—things like scholarships, jobs, seats, or MOOCs were a vetting mechanism for Usman, allowing both his talent and grit to rise to attention and connecting him to an opportunity halfway around the worl
Usman Khaliq was an engineering student in northeastern Pakistan when he took his first MOOC. He quickly began supplementing his education with online courses from Stanford and Carnegie Mellon. Between 2014 and 2016 Usman 21 from Coursera and completed 11 social entrepreneurship courses from .