MOOCs and the Masses: Big Data and the Question of Access in Online Teaching

Much of the heat and light generated by recent conversations about the crisis in higher education has been forced through the prism of the “MOOC” (Massively Open Online Course). This has been especially the case during the last year, as the trade press has provided daily click bait to MOOC proponents and opponents alike. Rather than restate the various arguments for and against MOOCs, I want to focus on the Utopian claims made by the »