Problem
Read the article and write a descriptive review, containing:
A. Introduction: Presents what the article is about. The main function of this part is to indicate the topic that is going to be discussed in the development part. Must have one paragraph with a minimum of five sentences.
B. Development: You must expose the elements of the article and present your opinions. It is important to emphasize the successes and deficiencies of the article. Must have two paragraphs with a minimum of five sentences each.
C. Conclusion: Summarize the issues exposed in the development and offer your general opinion of the article to the author's approaches. Must have one paragraph with a minimum of five sentences
In world-renowned universities, such as Harvard and Stanford in the United States, up to 300,000 students from all over the world are enrolled in certain subjects. How is the learning acquired by so many students evaluated and certified? If the student can obtain a university certification from Harvard or Stanford, is it worth enrolling, for example, in the Andrés Bello Catholic School in Caracas or the Andes School in Bogotá? How can Latin American universities apply new educational technologies? Distance learning technologies are not new. Nearly a hundred years ago, more Americans were taking correspondence courses than were attending universities at that time; and in the twenties, the University of New York set up its own radio station, with a view to offering almost all its courses through this medium. Other prestigious universities, from Columbia to California, followed suit. However, neither correspondence nor radio courses put an end to face-to-face education. Today the Fe y Alegría organization offers radio courses to isolated populations in Latin America. And tens of thousands of university students throughout the region have taken courses on television -with the approval of their respective faculties- offered through agreements with the Instituto Tecnológico de Monterrey. Subjects called "Massive Open Online Course" (MOOC) are delivered through participatory interaction of students over the Internet. In addition to using traditional study material (readings, exercises and videos), MOOCs present interactive forums, in which professors, special guests, trainers and even graduates collaborate in the presentation of the subjects and the class discussion. The MOOCs of prestigious universities are supported by specialized companies, which facilitate the preparation of study material and what is more difficult: supervise the exams, certify learning and avoid cheating. One such company, Coursera, partners with universities such as Pennsylvania, Princeton, Michigan, and Stanford. In addition to issuing the certification, Coursera scans the applicants and handles the evaluation and tuition collection. Smartphones, tablets, and other internet-connected equipment enable the explosive growth of MOOC courses around the world, in any language, at any time. But, as with the courses of yesteryear, offered by correspondence or by radio, the MOOCs of the Andes and 23 other institutions in Asia, Africa and Latin America. But organizing and presenting MOOCs is challenging and extremely expensive: in addition to specialized equipment and cloud computing applications, it requires trained information technology professionals, course material designers, and instructor mentors. Possibly only those institutions like the TEC de Monterrey, which have infrastructure and experience, will be able to try it in the short term. What can and urgently be done in Latin America is to offer hybrid programs, with study materials and exercises online or presented by email, which the student prepares at home or at any time, which will reduce face-to-face instruction. Many institutions already do. A subject of three hours per week can be offered with two virtual hours and one face-to-face.