By Marie Norman
Online education continues to grow (though the breakneck pace seems to have slowed a bit of late) and an increasing number of college and university students want to take online courses. At the same time, faculty members seem reluctant to teach these courses.
This poses a conundrum for universities, and raises an important question: What, if anything, would make the prospect of teaching online more appealing to faculty? (In the first part in this series, I explored how MOOCs can encourage good -- and bad -- habits for professors.)
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