The introduction of Massive Open Online Courses (MOOCs) within the last several years has already begun to revolutionize higher education. Yet, among many educators, there is an ongoing battle concerning the integration of  technology in higher education versus a traditional classroom setting.

Due to the popularity of MOOCs, symposiums are being held all across the nation to discuss the viability of online learning as it relates to accessibility. MOOCs are now affording groundbreaking opportunities to people from all demographics, who are simply looking for easier ways to access higher education.

Stanford University has been at the forefront of testing and experimenting with technology in higher education. Because digital educational delivery mechanisms include the capacity to track, store and measure the effectiveness of MOOCs, Stanford began offering certain online courses and then analyzed the data amassed.

The ability to determine what sections of a classroom lecture were being repeated by the majority of participants alerted educators to review that segment and to conclude what, if any, changes needed to be implemented. Online courses require exact precision from both student and educator, realizing attention to detail must be paid and that gray areas can not be tolerated.

Other challenges detailed by the Stanford study are the ability to keep students engaged through online interpersonal communication. This include research on how to make this teaching method viable for smaller colleges with limited technology budgets.

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