An inaugural study of career and educational outcomes for learners in open online courses conducted by researchers at Coursera, University of Pennsylvania, and University of Washington.
You’ve created content for real shoppers to discover your store, but do you know if your hard work has been paying off?
Is your expensive, time-consuming long content and link building actually creating conversions and generating sales?
Most content is not driving conversions because it does not address how people actually search, their buying questions, nor what motivates real people to buy.
Watch this webinar to learn how to easily understand real-world shoppers’ search intents and create measurable, high-converting content that truly increases revenue.
You'll learn the following to help inform your strategy:
- How people actually search, shop, and buy online.
- How to test your content ROI quickly.
- How to win the entire buyer’s journey with content that converts.
Duane Sprague, Chief Marketing Officer of Shopper Approved, shares what content you should create and what questions to answer for each customer journey stage.
You'll find out how to drive more conversions and sales from search to checkout.
Reach Capital - Higher Ed Impact Report 2023.pdfTony Wan
We made our first higher-ed investment in 2015. By 2017 we developed our higher-ed impact thesis: technology can make 2- and 4-year degrees more accessible through improved (1) instruction, (2) student access and success, and (3) career readiness. From our 14 core investments, what lessons have we learned, and what opportunities for impact lay ahead?
Chegg is publishing a brand new data report detailing the growing skills gap and a culture of complacency – educators, employers and students acknowledge the gap exists, but they each believe other parties are responsible. The report comes from a new study of university educators, college students, and hiring managers and brings a new, important perspective to Chegg’s findings from last year’s “Bridge That Gap” study.
Chegg talked to educators, employers and current college students to examine why a current skills gap exists. The report reveals an important perspective to the ongoing skills gap and extends the narrative on Chegg’s findings from last year’s “Bridge That Gap” study (www.chegg.com/pulse).
The following presentation was shared at the ASU/GSV Education Innovation Summit on April 22nd, 2014. Presented by Chegg CEO Dan Rosensweig.
You’ve created content for real shoppers to discover your store, but do you know if your hard work has been paying off?
Is your expensive, time-consuming long content and link building actually creating conversions and generating sales?
Most content is not driving conversions because it does not address how people actually search, their buying questions, nor what motivates real people to buy.
Watch this webinar to learn how to easily understand real-world shoppers’ search intents and create measurable, high-converting content that truly increases revenue.
You'll learn the following to help inform your strategy:
- How people actually search, shop, and buy online.
- How to test your content ROI quickly.
- How to win the entire buyer’s journey with content that converts.
Duane Sprague, Chief Marketing Officer of Shopper Approved, shares what content you should create and what questions to answer for each customer journey stage.
You'll find out how to drive more conversions and sales from search to checkout.
Reach Capital - Higher Ed Impact Report 2023.pdfTony Wan
We made our first higher-ed investment in 2015. By 2017 we developed our higher-ed impact thesis: technology can make 2- and 4-year degrees more accessible through improved (1) instruction, (2) student access and success, and (3) career readiness. From our 14 core investments, what lessons have we learned, and what opportunities for impact lay ahead?
Chegg is publishing a brand new data report detailing the growing skills gap and a culture of complacency – educators, employers and students acknowledge the gap exists, but they each believe other parties are responsible. The report comes from a new study of university educators, college students, and hiring managers and brings a new, important perspective to Chegg’s findings from last year’s “Bridge That Gap” study.
Chegg talked to educators, employers and current college students to examine why a current skills gap exists. The report reveals an important perspective to the ongoing skills gap and extends the narrative on Chegg’s findings from last year’s “Bridge That Gap” study (www.chegg.com/pulse).
The following presentation was shared at the ASU/GSV Education Innovation Summit on April 22nd, 2014. Presented by Chegg CEO Dan Rosensweig.
Is An Online Degree The Same As A Regular Degree_.pptxMohankumar289309
The COVID-19 pandemic has boosted the use of online platforms in business and education. The launch of the degree and the switch to online education happened simultaneously. Many initially thought online degrees were inferior to those obtained by more conventional means.
Is An Online Degree The Same As A Regular DegreeMohankumar289309
There are several options for online degree programs in India. If you're wondering whether degrees from credible online universities and traditional institutions are equal, the answer is yes. Before enrolling in any online degree programs, use the information on this page to ease your mind.
Three posters presented at the Coursera Partner Conference in Den Haag, Netherlands in March 2016. Residential student behavior and perceptions in MOOCs, The African Scholarship Cohort Program Overview and Changing Paradigms: Completion Rates versus NetPromoter Scores
A survey on industry engagement in online classrooms conducted by Connect2Teach. We explore the reasons why online education programs have high drop-out rates and what course providers could do to reduce the attrition rate. To view the full detailed report, please visit www.connect2teach.com
Converge 2014: Online College Students: Implications for Marketing and Recrui...Converge Consulting
Online College Students 2014: Implications for Marketing and Recruitment
CAROL ASLANIAN & SCOTT JEFFE
Who goes to school online? Why? What do they want and need? Answering these questions could help you grow your online programs by better targeting your marketing and increasing conversions. This session will present key findings from a new national report, conducted by Aslanian Market Research and The Learning House, Inc.
KEY TAKEAWAYS:
What today’s “typical” online college students look like, and the major ways in which they are both different and similar to traditional students
What are the most powerful marketing messages to reach this audience
What are the most popular online subject areas and degree programs
How Linkedin can bring Data-Driven Decision-making to all stakeholders across higher education as well as to students as they navigate their journey through school and career and back again.
On May 1st, the Center for Innovative School Facilities hosted a group workshop led by Adam Rubin of New Visions for Public Schools. Adam led a discussion focusing on education reform and how it is driving the design, construction, and community and administrative infrastructure of school facilities.
An Introduction to Naviance: Connecting Learning and LifeDaniel Obregon
Millions of students rely on Naviance at the middle and high school level to advance their college and career planning. What do higher education institutions need to know and how can they partner with Naviance to help students make informed decisions about their post-secondary education?
Presented at Enrollment Management Conference for ELCA Colleges & Universities.
Is An Online Degree The Same As A Regular Degree_.pptxMohankumar289309
The COVID-19 pandemic has boosted the use of online platforms in business and education. The launch of the degree and the switch to online education happened simultaneously. Many initially thought online degrees were inferior to those obtained by more conventional means.
Is An Online Degree The Same As A Regular DegreeMohankumar289309
There are several options for online degree programs in India. If you're wondering whether degrees from credible online universities and traditional institutions are equal, the answer is yes. Before enrolling in any online degree programs, use the information on this page to ease your mind.
Three posters presented at the Coursera Partner Conference in Den Haag, Netherlands in March 2016. Residential student behavior and perceptions in MOOCs, The African Scholarship Cohort Program Overview and Changing Paradigms: Completion Rates versus NetPromoter Scores
A survey on industry engagement in online classrooms conducted by Connect2Teach. We explore the reasons why online education programs have high drop-out rates and what course providers could do to reduce the attrition rate. To view the full detailed report, please visit www.connect2teach.com
Converge 2014: Online College Students: Implications for Marketing and Recrui...Converge Consulting
Online College Students 2014: Implications for Marketing and Recruitment
CAROL ASLANIAN & SCOTT JEFFE
Who goes to school online? Why? What do they want and need? Answering these questions could help you grow your online programs by better targeting your marketing and increasing conversions. This session will present key findings from a new national report, conducted by Aslanian Market Research and The Learning House, Inc.
KEY TAKEAWAYS:
What today’s “typical” online college students look like, and the major ways in which they are both different and similar to traditional students
What are the most powerful marketing messages to reach this audience
What are the most popular online subject areas and degree programs
How Linkedin can bring Data-Driven Decision-making to all stakeholders across higher education as well as to students as they navigate their journey through school and career and back again.
On May 1st, the Center for Innovative School Facilities hosted a group workshop led by Adam Rubin of New Visions for Public Schools. Adam led a discussion focusing on education reform and how it is driving the design, construction, and community and administrative infrastructure of school facilities.
An Introduction to Naviance: Connecting Learning and LifeDaniel Obregon
Millions of students rely on Naviance at the middle and high school level to advance their college and career planning. What do higher education institutions need to know and how can they partner with Naviance to help students make informed decisions about their post-secondary education?
Presented at Enrollment Management Conference for ELCA Colleges & Universities.
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1.4 modern child centered education - mahatma gandhi-2.pptx
Coursera Impact Revealed: Learner Outcomes in Open Online Courses
1. Learner Outcomes in Open Online Courses 2015 1
Impact Revealed:
Learner Outcomes in Open Online Courses
September 2015
An inaugural study of career and educational outcomes for learners in open online courses
Conducted by researchers at Coursera, University of Pennsylvania, and University of Washington
2. 2Learner Outcomes in Open Online Courses 2015
Four years since Coursera co-founders Daphne Koller and Andrew Ng put their first Stanford courses online,
nearly 52,000 online learners share the impact of online education on their lives and careers.
Researchers at the University of Pennsylvania, University of Washington, and Coursera conducted the first
longitudinal study of open online learning outcomes. Learners from across the globe, all at least three months
past completing an open online course on Coursera, shared their experiences in a detailed research survey. The
results, published in the Harvard Business Review, show that these learners are seeing tangible, positive results.
The online learning revolution, four years and
millions of learners later
15 million registered
Coursera learners
2.5 million course
completers
120 partner
institutions
1,000 courses 35 languages
3. 3Learner Outcomes in Open Online Courses 2015
As a global society, we face the extraordinary challenge of educating over seven billion individuals. Rapid advances
in industry and technology have pushed us not only to provide traditional schooling for new generations, but also,
increasingly, to offer ongoing training for an existing workforce struggling to keep up with the skills that employers
demand. Meanwhile, the cost of higher education continues to skyrocket as more people compete for seats at
top-tier institutions. These factors are driving more and more people to seek out nontraditional models of
education, including online courses, in order to learn and improve their lives.
In 2011, several top universities began experimenting with Massive Open Online Courses (MOOCs). Institutions like
Yale University, Harvard University, University of Michigan, and University of Pennsylvania opened their digital doors
to anyone with an Internet connection, with the promise to deliver unlimited access to high quality education.
Now, four years later, people of all ages and means can take online courses from top professors in every
imaginable subject. Often, these instructors reach more people in a single online course than they could hope to
teach throughout an entire career in a traditional on-campus classroom.
As the MOOC movement has matured from a small-scale experiment into a fully-fledged industry, it has continued
to nurture a healthy debate around the future and efficacy of open online courses.
Today, we reveal results from a first-of-its-kind longitudinal study investigating the self-reported impact of open
online courses on the lives of learners.
Delivering on a vision of the future of education
4. 61%72%
4Learner Outcomes in Open Online Courses 2015
Online learners report significant career and
educational benefits
In December 2014, researchers received survey responses from 51,954 learners who completed online courses
on Coursera prior to September 1, 2014.
Reported
Educational
Benefits
Reported
Career
Benefits
5. 5Learner Outcomes in Open Online Courses 2015
The Career Builders The Education Seekers
52% of learners surveyed took online courses to
advance their careers. These learners reported the
following benefits.
28% of survey respondents came to Coursera to pursue
academic goals. These learners reported the following
benefits.
87%
Reported
Career Benefits
33%
Reported
Tangible Career
Benefits¹
88%
Reported
Educational
Benefits
18%
Reported Tangible
Educational
Benefits²
Learners motivated by career or educational
advancement even more likely to report benefits
¹Tangible career benefits include receiving a pay raise, a promotion,
a new job, or starting a new business.
²Tangible educational benefits include gaining credit towards an academic
degree or completing prerequisites for an academic program.
6. 6Learner Outcomes in Open Online Courses 2015
The Career Builders
All data in this section is based on the 52% of learners
who were self-reported career builders
7. 7Learner Outcomes in Open Online Courses 2015
Online learners are experiencing a variety of career
benefits
62% Better equipped
for current job
43% Improved
candidacy for a
new job
26% Found a
new job
3% Received a
promotion
9% Started a
business
3% Received a
raise
Tangible benefits
8. yes no
35%
42%
has a bachelor’s degree or
higher
8Learner Outcomes in Open Online Courses 2015
Career builders with no bachelor’s degree, from low SES brackets, and from emerging economies are more likely
to report tangible career benefits.
Online learners from less educated and less affluent
backgrounds more likely to report tangible career benefits
high low
socio-economic status²
from emerging economies²
39%
35%
yes no
from developed economies¹
36%
32%
¹Developed and emerging economies are evaluated using indicators from
the Organisation for Economic Co-operation and Development (OECD).
²SES, or socioeconomic status, is evaluated as a combination of factors
including income, level of education, and occupation. SES was self-reported
by respondents.
9. 9Learner Outcomes in Open Online Courses 2015
Among unemployed learners who seek career
advancement, older learners report greater benefits
81%
83%
86%
89% 91%
13-29
0
80%
85%
90%
95%
100%
30-39 40-49 50-59 60+
Age Ranges
Learners not employed full time reporting career benefits
10. 10Learner Outcomes in Open Online Courses 2015
Career builders who chose to purchase a Course Certificate
were more likely to report tangible career benefits
Chose not to enroll for
a Course Certificate
Enrolled for a
Course Certificate
39%
31%
11. 11Learner Outcomes in Open Online Courses 2015
Meet the Learners
Patricia Ehrhardt, USA
For over 20 years, Patricia’s career spanned a variety of fields, including
acupuncture, nonprofit work, and business administration. But she was
consistently unhappy with her employment opportunities and decided to
try her hand at coding. A Google search for affordable training options led
her to Programming for Everybody (Python) on Coursera. While taking the
course, Patricia was unexpectedly laid off from her job as an office
administrator, but she immediately found a new part-time position as a
developer for a local nonprofit. She says the company would not have
hired her without the technical skills she had learned on Coursera.
Patricia is now pursuing a career as a web developer in San Francisco.
“Coursera gave me the confidence that I do know what I’m doing and
feel like I can succeed in this field.”
12. 12Learner Outcomes in Open Online Courses 2015
Meet the Learners
Daniel Adornes, Brazil
Computer Science Master’s student Daniel Adornes enrolled in Coursera’s
Data Science Specialization to gain skills that he hoped would help him
stand out as a new graduate entering the job force. After completing the
Specialization and adding his Certificates to his LinkedIn profile, he was
immediately contacted for a job interview. As it turned out, his interviewer
was also taking the Data Science Specialization! Daniel demonstrated
mastery of the Specialization topics throughout the interview, and was
offered the job. He is now happily employed as an engineer at a startup
company, where he frequently applies data science methods such as text
retrieval and language processing.
“It turns out, my technical interviewer was also taking the
Specialization. We were able to talk exactly the same language.”
13. 13Learner Outcomes in Open Online Courses 2015
Meet the Learners
Kehinde Adewusi, Nigeria
Kehinde Adewusi studied Electrical Engineering and received an MBA from
Lagos Business School in Nigeria. His education led him to a telecommunica-
tions job at IBM in Lagos, but he dreamed of starting his own company.
While searching for cost effective and convenient ways to learn about
building a business, he stumbled on Coursera. He signed up for On Strategy:
What Managers Can Learn from Philosophy and The Data Scientist's Toolbox.
Today, Kehinde's company is up and running with 10 full-time staff and 2
interns, and he credits Coursera with giving him the skills he needed to
become a successful, innovative entrepreneur. In fact, Kehinde requires his
staff to take courses on Coursera every six months to continually improve
their business skills and stay ahead of industry standards.
“Coursera helped me and my startup fulfill learning needs with a lean
budget.”
14. 14Learner Outcomes in Open Online Courses 2015
The Education Seekers
All data in this section is based on the 27% of learners
who were self-reported education seekers
15. 15Learner Outcomes in Open Online Courses 2015
Learners use online courses as a stepping stone in
traditional education
18% received credit or
waived prerequisites for
an academic program
17% improved college
admissions
64% gained
knowledge essential to
a field of study
38% decided on a
field of study
36% refreshed
concepts before going
back to school
Tangible benefits
16. 16Learner Outcomes in Open Online Courses 2015
yes no
86%
92%
has bachelor’s degree or
higher
yes no
86%
from developed economies¹
91%
high low
socio-economic status²
86%
91%
Learners with no postgraduate degree, from low SES brackets, and from emerging economies are more likely to
report educational benefits.
Learners regardless of educational, geographic, or
economic background can expand educational horizons
¹Developed and emerging economies are evaluated using indicators from
the Organisation for Economic Co-operation and Development (OECD).
²SES, or socioeconomic status, is evaluated as a combination of factors
including income, level of education, and occupation. SES was self-reported
by respondents.
17. 17Learner Outcomes in Open Online Courses 2015
Homemakers and caretakers are more likely to use
Coursera to prepare to return to school
52%
44% 38% 36% 35% 28%
homemaker/
caretaker
unable to work unemployed employed other retired
Employment category
18. 18Learner Outcomes in Open Online Courses 2015
Regardless of age, learners without a bachelor’s degree
are more likely to use online courses to refresh concepts
13-29
10%
0
20%
30%
40%
50%
60%
30-39 40-49 50-59 60+
Age Ranges
35%
37%
37%
56%
36%
41%
35%
45%
25%
29%
No bachelor’s degree
Bachelor’s and above
Learners reporting use of online courses to refresh concepts,
by educational status and age
19. 19Learner Outcomes in Open Online Courses 2015
Meet the Learners
Peter Ward, USA
When Peter enrolled in Experimental Genome Science on Coursera, he
wasn’t planning a career transition. But he found himself fascinated by the
cutting-edge research presented by the course’s instructors, all leading
scientists in the field. By the time he received his Certificate, he was
hooked. Peter proceeded to take related Coursera courses in biology,
molecular evolution, and even astrobiology - and he began to think about
a professional move into the life sciences. In 2013, he was accepted into
Johns Hopkins University as a Master’s student in Biotechnology. His
Coursera Certificates and coursework featured prominently in his
graduate school applications, and he credits Coursera with helping him
find his true passion.
“I found my passion and the confidence to apply to a graduate program.”
20. 20Learner Outcomes in Open Online Courses 2015
Meet the Learners
David Memezi, Zimbabwe
As a full-time employee and father of four, David felt that his dreams of
pursuing higher education and changing the global economy might be out
of reach. But when he discovered Coursera, David found that courses like
An Introduction to Finance and Organizational Analysis gave him the feeling
of being part of a world class university, but in a format that fit into his
busy life. His confidence increased with every Course Certificate he
earned. Eventually, David applied and was accepted into an MBA program
at the Business School of Netherlands, and was awarded an NFP
fellowship. He credits Coursera with helping him realize his dreams
while allowing him to balance his work and personal life.
“Thanks to Coursera, I was able to build skills, at my own schedule, from
world-class universities.”
21. 21Learner Outcomes in Open Online Courses 2015
Meet the Learners
Natalie Hanisch, USA
Natalie Hanisch discovered an interest in neuroscience while studying
mathematics at the University of Nebraska and kickstarted her passion
through Coursera. Hebrew University of Jerusalem's course, Synapses,
Neurons, and Brains, introduced her to brain science research and inspired
her to keep learning. The summer after completing the course, Natalie was
accepted to the University of Pittsburgh's TECBio program - an intensive
10-week summer research program for undergraduates interested in
computational biology. She used the knowledge and skills she gained and
was accepted to the University of Nebraska's Master's in Computer Science
program, where she began working as a research assistant on collaborative
projects with the U Nebraska Center for Brain, Biology, and Behavior.
“Taking this Coursera course that summer was the push I needed to
realize my passion for the human brain.”
22. 22Learner Outcomes in Open Online Courses 2015
Four years ago, my co-founder Andrew Ng and I were professors on Stanford University’s campus, exploring the
life-changing possibilities of opening a top-tier educational experience, previously available only to a select few, to
the world. Our experiments applying scalable technologies to our own courses led us to found Coursera, with the
mission of providing universal access to the world’s best education.
In collaboration with two of our university partners, University of Pennsylvania and University of Washington, we
are proud to release this first-ever report that shares a comprehensive picture of the impact of open online
courses on learners’ lives and careers.
As we’ve revealed in this study, online learners around the world are seeing meaningful outcomes, including job
attainment and financial stability, better access to a traditional university education, the confidence to start a new
business, and more. Most encouragingly, these benefits are reported at an even higher rate among learners from
emerging economies, in lower SES brackets, and without a bachelor's degree, as well as among homemakers and
older individuals aspiring to reinvent their careers or go back to school.
Online education is certainly not the panacea for the greater issues of our time. However, it allows us to explore a
future model of learning that’s no longer bound by university walls, costs, and time commitments; a model that
puts higher education truly within the reach of billions of people. We have already transformed tens of thousands
of lives, and hope to touch millions more in the future.
A note from Daphne Koller, President of Coursera
23. 23Learner Outcomes in Open Online Courses 2015
Coursera
Daphne Koller is the President and Co-Founder of Coursera, and previously the Rajeev Motwani Professor of
Computer Science at Stanford University. She is the author of over 180 refereed publications appearing in venues
such as Science, Cell, and Nature Genetics. She received bachelor’s and master’s degrees from Hebrew University
of Jerusalem and completed a Ph.D. at Stanford University.
Nicholas Eriksson is a Data Scientist at Coursera. He studied mathematics at MIT and the University of California,
Berkeley, pursued a National Science Foundation postdoc at Stanford University, and was a Visiting Assistant
Professor in Statistics at the University of Chicago, working in statistics, high-throughput sequencing, and viral
evolution.
Chen Zhenghao is a Software Engineer and Data Scientist in the Analytics group at Coursera. He has explored
applications of technology to education and has written about various aspects of MOOCs such as peer grading and
learner retention. Zhenghao received bachelor’s and master’s degrees in Computer Science from Stanford
University.
About the Researchers
24. 24Learner Outcomes in Open Online Courses 2015
University of Pennsylvania
Brandon Alcorn is the Project Manager for Global Initiatives at the University of Pennsylvania. He earned a
bachelor’s degree in Political Science from the University of Pennsylvania. He has a diverse background in data
analysis and visualization, social science theory, modeling methodology, and political forecasting and has published
articles in a variety of peer-reviewed journals.
Ezekiel Emanuel is the Vice Provost for Global Initiatives, Chair of the Department of Medical Ethics and Health Policy,
and the Diane v.S. Levy and Robert M. Levy University Professor at the Perelman School of Medicine and The Wharton
School. Dr. Emanuel has published widely on the ethics of clinical research, health care reform, and the physician-
patient relationship. He received a bachelor’s degree from Amherst College, a M.Sc. from Oxford University in
Biochemistry, M.D. from Harvard Medical School and Ph.D. in political philosophy from Harvard University.
University of Washington
Gayle Christensen is the Assistant Vice Provost at the University of Washington, managing global initiatives and
directs strategic priorities. Her previous research on the global reach of MOOCs has been published in Nature, The
Atlantic, and other publications. She holds a master’s degree from The Fletcher School of Law and Diplomacy at
Tufts University and a master’s and doctoral degree from Stanford University.
About the Researchers
25. 25Learner Outcomes in Open Online Courses 2015
Respondent demographics
58%
42%Male
Employment Status
Female
Age RangeGender
24% 25%
18% 17% 16%
13-29 30-39 40-49 50-59 60+
12%
Employed part-time
10%
Retired
11%
Unemployed
58%
Employed full-time
9%Other
Level of Education
32%
Bachelor's Degree
5%
Professional School
Degree
6%
Other
9%
Doctorate Degree
11%
High school diploma
or some college
37%
Master's Degree
26. 26Learner Outcomes in Open Online Courses 2015
Respondent demographics
43%
North America
3%
Oceania
7%
Latin America
3%
Africa
12%Asia
32%
Europe