If the University continues to pursue Massive Open Online Courses (MOOCs), it should first work to ensure that its current offerings are effective before expanding opportunities.
A recent University of Pennsylvania Graduate School of Education study has revealed a pattern of shockingly poor engagement in the classes, with only a small minority of students receiving satisfactory grades. The average course completion rate in the study was 4 percent, and only about half of registrants viewed even one lecture.
UNC began offering MOOCs through Coursera last semester, starting with just four courses not recognized for course credit.
These course offerings, while perhaps an exciting look into the future of higher education, are currently in their extreme infancy, and, as such, should be given no more than their due weight.
Expansion before adequate perfection of the current system would be a disservice to the professors working hard to offer these courses with limited success as of now.