Ever since the packet switching network known as ARPANET was demilitarized and turned over to academic researchers in the late 1970s, the fields of Information Technology and education have crossed paths and formed partnerships for the benefit and improvement of society. The activities we know as eLearning and online education today will become the standards of academic instruction tomorrow, and the manner courses are delivered will be determined by Artificial Intelligence. The technological advances listed above have unfolded over four decades; academic researchers believe that the next wave of tech progress in education will involve machine learning and other fields of AI development. The first ripples of this wave are already here, and they involve algorithms and natural language processing. Botsify, for example, is a smart chatbot platform designed specifically for the education sector, but this is only the beginning.
Year 3: Leadership and Professional Advancement Coursework in the final year of the program includes the two remaining concentration courses plus the final six doctoral research courses that enable one to complete the research and dissertation. The Doctoral Advantage While a relevant master's degree is ordinarily required for admission to CTU doctoral programs, there is also the option of completing a CTU MSCS, MSIT, MSM-ISS, MSM-IT/PM, or MSSE degree while starting work on the Doctor of Computer Science degree. Through this program, doctoral work is started after ten of the twelve required master's courses have been successfully completed. The MSCS, MSIT, MSM-ISS, MSM-IT/PM, or MSSE degree will be awarded upon successful completion of the ten approved master's courses plus the first two courses in the doctoral degree program: one five-hour 800-level course plus one research and writing course.
Electives: DCS students must complete two 4-credit courses for these electives. These courses may be selected from any of those offered under DCS. One of those electives may be chosen from the Doctor of Management program instead. Each of the three years of the DCS program is designed to provide candidates with theoretical, research, and application capabilities in the field. The organization of each year is described below.
The University of New South Wales Australia is launching an engineering MOOC that will use adaptive learning technology to personalize course materials for students and boost completion rates for those new to the field. The course, Through Engineers' Eyes: Engineering Mechanics by Experiment, Analysis and Design, features adaptive tutorials built on the Smart Sparrow platform. The university hopes the adaptive technology will help address the low completion rates in massive open online courses as well as high failure rates in introductory engineering, according to a press release. The course will be geared toward "students in introductory engineering programs, working adults looking to make career shifts into engineering, or individuals interested in a real-world understanding of how things work." "Learning foundational engineering concepts requires one-to-one guidance that can often be difficult in online settings.
Advocates for free massive open online courses (MOOCs) have heralded them as vehicles for democratizing education and bridging divides within and across countries (1). More than 25 million people enrolled in MOOCs between 2012 and 2015, including 39% from less-developed countries (LDCs) (2). But the educated and affluent in all countries enroll in and complete MOOCs at relatively higher rates (3, 4). Judged by completion rates, MOOCs do not spread benefits equitably across global regions. Rather, they reflect prevailing educational disparities between nations (see the first chart) (5).