Events & Promotions
|
|
GMAT Club Daily Prep
Thank you for using the timer - this advanced tool can estimate your performance and suggest more practice questions. We have subscribed you to Daily Prep Questions via email.
Customized
for You
Track
Your Progress
Practice
Pays
Not interested in getting valuable practice questions and articles delivered to your email? No problem, unsubscribe here.
Apr 2912:30 AM EDT
-01:30 AM EDT
Learn how Kamakshi achieved a GMAT 675 with an impressive 96th %ile in Data Insights. Discover the unique methods and exam strategies that helped her excel in DI along with other sections for a balanced and high score.
Apr 2808:00 AM PDT
-11:00 AM PDT
Whether you are just beginning your MBA journey or fine-tuning your path to a 700+ score, GMAT Day is designed to give you a competitive edge.
Apr 3001:30 AM EDT
-02:30 AM EDT
At one point, she believed GMAT wasn’t for her. After scoring 595, self-doubt crept in and she questioned her potential. But instead of quitting, she made the right strategic changes. The result? A remarkable comeback to 695. Check out how Saakshi did it.
May 0111:00 AM PDT
-12:00 PM PDT
Free- full-length test + 15 concept videos + 150+ short videos + study plan!
May 0306:30 AM PDT
-08:30 AM PDT
Verbal trouble on GMAT? Fix it NOW! Join Sunita Singhvi for a focused webinar on actionable strategies to boost your Verbal score and take your performance to the next level.
17 Mar 2023, 05:00
Kudos
Bookmarks
Question 1
E
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
35%
(medium)
Question Stats:
66% (03:03) correct
34%
(02:50) wrong
based on 94
sessions
History
Date
Time
Result
Not Attempted Yet
Question 2
D
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
25%
(medium)
Question Stats:
75% (01:11) correct 25%
(01:24) wrong
based on 89
sessions
History
Date
Time
Result
Not Attempted Yet
Question 3
B
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
35%
(medium)
Question Stats:
60% (00:57) correct 40%
(01:06) wrong
based on 94
sessions
History
Date
Time
Result
Not Attempted Yet
Question 4
E
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
35%
(medium)
Question Stats:
72% (01:24) correct 28%
(01:44) wrong
based on 83
sessions
History
Date
Time
Result
Not Attempted Yet
Question 5
B
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
45%
(medium)
Question Stats:
57% (00:39) correct 43%
(00:42) wrong
based on 77
sessions
History
Date
Time
Result
Not Attempted Yet
The rise of the Massive Online Open Course, or MOOC, has generated heated debate over the future direction of higher education. Some skeptics maintain that a MOOC is at best an extension of established models of online learning and at worst nothing but an overhyped fad that can never offer an acceptable substitute for the kind of face-to-face education offered by a traditional university. On the other hand, some of America’s top universities—including Harvard, MIT, and Stanford—are actively promoting MOOCs, and a number of investors are sold on the proposition that MOOCs will permanently transform the landscape of higher education. “I think this could be big the way Google was,” says John Doerr, one of Silicon Valley’s most successful venture capitalists and a major investor in Coursera, a for-profit MOOC provider with close ties to Stanford University.
So just what is a MOOC? Unlike a typical online course in which a university charges tuition, limits enrollment to assure some degree of student-faculty interaction, and gives credit to students who complete the course, a MOOC is tuition-free, open to anyone with an internet connection, and does not offer university credit. The ‘M’ in MOOC is indisputable: an Artificial Intelligence (AI) MOOC offered by Stanford in 2011 attracted more than 160,000 students. Critics, however, point out that these massive enrollments have been accompanied by massive attrition rates—nearly 80% of the enrollees failed to complete the 2011 Stanford AI course.
At this point MOOC providers still seem to be searching for a viable business model. Coursera’s contract with the University of Michigan (which was publicly disclosed due to a Freedom of Information request filed by a journalist) lists no fewer than eight potential “monetization strategies” such as allowing third-party sponsorship of courses, charging students to receive non-credit university-branded certificates, providing in-person assessments for a fee, charging employers to search and contact students who have completed job-related Coursera courses, and charging employers or universities to screen students on their behalf.
So just what is a MOOC? Unlike a typical online course in which a university charges tuition, limits enrollment to assure some degree of student-faculty interaction, and gives credit to students who complete the course, a MOOC is tuition-free, open to anyone with an internet connection, and does not offer university credit. The ‘M’ in MOOC is indisputable: an Artificial Intelligence (AI) MOOC offered by Stanford in 2011 attracted more than 160,000 students. Critics, however, point out that these massive enrollments have been accompanied by massive attrition rates—nearly 80% of the enrollees failed to complete the 2011 Stanford AI course.
At this point MOOC providers still seem to be searching for a viable business model. Coursera’s contract with the University of Michigan (which was publicly disclosed due to a Freedom of Information request filed by a journalist) lists no fewer than eight potential “monetization strategies” such as allowing third-party sponsorship of courses, charging students to receive non-credit university-branded certificates, providing in-person assessments for a fee, charging employers to search and contact students who have completed job-related Coursera courses, and charging employers or universities to screen students on their behalf.
1. The passage implies that
A. for-profit MOOC providers are already converging on a single business strategy.
B. MOOCs offered by non-profit providers generally have larger enrollments than MOOCs offered by for-profit providers.
C. MOOCs offered by for-profit providers generally have higher attrition rates than MOOCs offered by non-profit providers.
D. most students enrolling in MOOCs already have a university degree.
E. students in a MOOC may not have the opportunity to interact with the course instructors.
A. for-profit MOOC providers are already converging on a single business strategy.
B. MOOCs offered by non-profit providers generally have larger enrollments than MOOCs offered by for-profit providers.
C. MOOCs offered by for-profit providers generally have higher attrition rates than MOOCs offered by non-profit providers.
D. most students enrolling in MOOCs already have a university degree.
E. students in a MOOC may not have the opportunity to interact with the course instructors.
2. The skeptics described in the first paragraph would most likely agree
A. with the assertion that traditional universities have greatly underestimated the extent to which MOOCs will transform higher education.
B. that the critics of MOOCs have exaggerated the amount of attrition that occurs in these courses.
C. that the emergence of MOOCs signifies a radical change from earlier approaches to online education.
D. that the emergence of MOOCs will not lead to drastic changes in ways of teaching and learning at traditional universities.
E. with the expectations of those venture capitalists who are investing in Coursera.
A. with the assertion that traditional universities have greatly underestimated the extent to which MOOCs will transform higher education.
B. that the critics of MOOCs have exaggerated the amount of attrition that occurs in these courses.
C. that the emergence of MOOCs signifies a radical change from earlier approaches to online education.
D. that the emergence of MOOCs will not lead to drastic changes in ways of teaching and learning at traditional universities.
E. with the expectations of those venture capitalists who are investing in Coursera.
3. According to the passage, Coursera may attempt to generate revenue through all of the following EXCEPT:
A. providing personalized assessments to students who want to demonstrate certain competencies.
B. collecting tuition from students who desire university credit.
C. acting as a selection agent on behalf of employers or universities.
D. allowing employers access to a database of students with relevant qualifications.
E. allowing other companies to advertise on Coursera's course platform.
A. providing personalized assessments to students who want to demonstrate certain competencies.
B. collecting tuition from students who desire university credit.
C. acting as a selection agent on behalf of employers or universities.
D. allowing employers access to a database of students with relevant qualifications.
E. allowing other companies to advertise on Coursera's course platform.
4. The passage quotes a prediction made by venture capitalist John Doerr. This prediction depends on which of the following assumptions?
A. In the future MOOC providers will begin to limit course enrollments.
B. Stanford University was the first academic institution to offer a MOOC.
C. Coursera is currently the only for-profit MOOC provider.
D. Coursera's contract with the University of Michigan is not typical of its agreements with other universities.
E. Attrition rates in future MOOCs will not make it impossible for a MOOC provider to earn a profit.
A. In the future MOOC providers will begin to limit course enrollments.
B. Stanford University was the first academic institution to offer a MOOC.
C. Coursera is currently the only for-profit MOOC provider.
D. Coursera's contract with the University of Michigan is not typical of its agreements with other universities.
E. Attrition rates in future MOOCs will not make it impossible for a MOOC provider to earn a profit.
5. The author's attitude toward MOOCs is best described as
A. theoretical opposition.
B. cautious appraisal.
C. resigned acceptance.
D. dismissive skepticism.
E. definite optimism.
A. theoretical opposition.
B. cautious appraisal.
C. resigned acceptance.
D. dismissive skepticism.
E. definite optimism.
Q1. The answer should be option E.
