Check out top rated open courseware in a range of areas from accounting to chemistry in one convenient place and at no cost to you.
Login to design a custom curriculum that allows you to learn what you want, when you want to.
Create your profile so you can track your studies at a glance and measure how much you’re getting out of free open courseware classes.
Over 500 of the best free online courses from the world’s leading universities - right at your fingertips in one easy-to-access platform.
Here at OnlineCourses.com, you’ll find more than 500 accredited free online college classes, which provide you the opportunity to make use of research-based academic resources from some of the world’s best universities. You can use these resources to advance your understanding of a wide range of academic topics.
Learn from top colleges anytime, anywhere with Online Courses. Using the selector tools above, start to explore top online classes in nearly any field, including the sciences, like microbiology and mathematics, and the humanities, including language and psychology. You can also get a head start in your career with courses in business and accounting from some of the best schools in the country.
Build a curriculum that fits your needs. Pick and choose courses from different schools in a variety of knowledge areas. With this comprehensive directory of online open courseware, you have unlimited freedom to create a customized study plan that helps you fill in the gaps in your knowledge or simply explore a subject you’ve always wondered about with free online courses.
Keep track of what you’ve learned and what you still want to discover using the featured tools. When you create a profile, you can log in to the site to check your progress and plan for the future at any time. With all this information at your fingertips, you can determine the areas you haven’t studied at a glance and tailor your education to be as specific or as expansive as you’d like.
U-Mass. Harvard. Yale. These iconic institutions are just a fraction of the reputable schools that provide free online courseware for you through this site, along with notable universities like University of California, MIT, and the University of Michigan. Set yourself up for future success by using open courseware based on the best online course products of these top schools.
Additional schools, online classes, and open courseware are added to our directory frequently. Our mission is to provide the most comprehensive and high-quality listing of courses on the web, so make it a point to check back often for updates to our course selection, some of which even provide affordable options for college credit.
Online college courses are hailed as the next big thing in the world of education. See how computer-based classes have evolved from their inception more than 50 years ago to the prominent role they play in modern academics.
The first computer-assisted instruction system, PLATO, was developed at the University of Illinois. It was used to provide coursework at more than 1,000 terminals in all, and operated for more than 30 years.
The U.S. Department of Defense commissioned ARPANET. This ambitious project was the first to use many of the technologies that form the foundation of the modern Internet, and laid the foundation for many online applications, including those in education.
Usenet is established. Conceived by two graduate students at Duke University, Usenet takes a different approach to connectivity from that used by ARPANET, with distributed servers rather than a single central server.
The Computer Assisted Learning Center (CALC) is founded. Rather than focusing on the distance provided by online education, CALC focuses on using computers to provide an improved educational experience.
The University of Phoenix offers the first online undergraduate and graduate degrees.
Electronic performance support systems, which help employers with employee training, are first conceptualized. These systems form some of the foundation for many forms of online education today.
Jones International University becomes the first totally online college to receive regional accreditation from the Higher Learning Commission of the North Central Association of Colleges and Schools, offering accredited online university courses and legitimizing online education.
Online education becomes one of the cornerstones of the American higher education system, with more than 3 million students taking at least one online class.
The federal government provides more than $500 million for online courses and materials.
Online education took decades of collaboration among the biggest thinkers in education, technology, and politics. Free online college courses wouldn’t exist without the following people and organizations that pioneered the concept of open and accessible courses for students like you.
Bernard Luskin is one of the first researchers to look into the development of computer-assisted instruction, including obstacles to its implementation. An advocate for higher education technology, Luskin was the founding president of Coastline Community College, the first college to have no physical campus, when it opened in 1976. He also served as the founding chancellor of Jones International University, the first fully accredited online university. He received multiple awards for his contributions to telecommunications and video production, and has taught at more than seven universities.
Founded in 1926, the DETC is the organization that oversees the operation and accreditation of distance learning programs, such as correspondence courses and online colleges. It protects students studying through these programs from fraud and ensures that they have access to high-quality educational opportunities. The DETC provides professional development programs for online educators and makes sure that online education programs provide the services they claim to offer.
Donald Bitzer is the primary creator of the PLATO system, used by the University of Illinois as part of its first forays into computerized education. He focused his academic career on the use of computer and telecommunications technologies in the classroom. He invented the flat plasma display panel in the 1960s, giving students a flat display that would not flicker like other television designs. He holds patents for several key telecommunications, satellite, and display technologies. He was awarded an Emmy for advancing television technologies in 2002.
Margaret Morabito is the founder of the Computer Assisted Learning Center, now known as CALCampus, and one of the first to look into the potential of telecommunications in education. CALCampus initially provided offline computer-based learning opportunities, but Margaret Morabito adapted her plans after investigating trends in telecommunications. She published a series of articles on long-distance education during the 1980s, and created a distance learning program that offered noncredit courses for Commodore 64 users in an early prototype of virtual classroom instruction.
Stanford University is one of the most prestigious research universities in the country, and was one of the first to research the usefulness of computers for instruction. During the early 1960s, Stanford University’s psychology department installed computers in elementary schools and other educational institutions in order to explore the potential of computer-assisted instruction. Stanford has maintained its interest in technologically assisted education, making several courses available free online, as well as providing open courseware documents from some of its offline and hybrid classes.
This husband and wife team of professors developed some of the first online college classes, which were provided during the 1970s and 1980s through the New Jersey Institute of Technology. In addition to creating some of the first e-learning opportunities, the two also coauthored a book about telecommunications, titled The Network Nation. This text is considered one of the most important academic texts about electronic communication systems to date, and the pair received an Electronic Frontier Foundation Pioneer Award for their work.
Tim Berners-Lee is one of the creators of the World Wide Web and the markup language that has become the standard for communicating on the Internet today. He also founded the World Wide Web Consortium (WW3C) at MIT, advancing all areas of online achievement, including education, by making his ideas available with no patent or royalties attached. Access to royalty-free means of transmitting ideas is one of the foundational principles of online education, and Berners-Lee was instrumental in providing a means for this exchange of information and ideas.
The University of London holds the distinction of being the first college to offer distance learning programs of any type. As is currently the case with online education, the University of London’s distance learning programs provided educational opportunities for those who could not reach a physical school, such as the disabled, the poor, and prisoners of war during World Wars I and II. The distance learning programs offered through the University of London paved the way for more technologically advanced forms of distance learning involving radio, television, and the Internet.
Wiliam D. Graziadei is a biology professor who performed extensive research regarding online learning during the early 1990s. Graziadei was one of the first to come up with a detailed structure for online learning, including evaluation methods and program architecture. Graziadei’s research highlights the opportunities for asynchronous learning provided by the online structure, as well as the need for multifaceted approaches to online learning that suit both the student’s learning style and the teacher’s teaching style.
Online courses have never been more accessible than they are today. Almost 7 million students took at least one online course during the fall 2011 term, according to a recent survey by the Babson Survey Research Group. Although the concept of free, research-based educational material seems too good to be true, that’s exactly what open courseware provides today. Access to online university courses has become available to anyone, and the quality of content available has drastically improved over time.
These resources can help you advance your education, get a feel for a given professor or subject area, and help you stay up-to-date in your professional field. But the most important aspect of open courseware is the opportunity to learn something new without breaking the bank. Open courseware programs provide free, accessible knowledge in almost every field, helping to meet the demand for higher education around the world. As more and more people seek advanced education, the growing menu of free learning opportunities like open courseware will meet that need.
It takes a team of dedicated professionals to realize the idea of free, accessible, computer-aided education that was pioneered in the ’70s. From professors to software developers, these are the key players in today’s open courseware movement.
Andrew Ng is a computer science professor working at Stanford University and a co-founder of Coursera, a system for delivering massive open online courses (MOOCs). The concept of MOOCs came from offering an open courseware program with an applied section, providing quizzes and graded programming assignments. Some of Coursera's free online courses permit you to earn college credit as well by paying a small fee for a proctored exam.
Martin Dougiamas is an educator and computer scientist in Australia, and a lead developer of Moodle, an open-source free system for delivering online courses for college credit and other applications. Dougiamas learned the nature of distance education first-hand, studying as a young child through the Australian radio-based "school of the air" and bringing those experiences to developing effective, low cost software for affordable online course distribution. As of 2011, Moodle had over fifty thousand registered sites with over 44 million users in 75 languages.
MIT's Open CourseWare project set the standards for open courseware. Developed from 1999 onwards, MIT OCW broke new ground in order to further MIT's mission to disseminate knowledge and contribute to scholarship. Now featuring more than 2,000 courses, many of which involve video lectures and multimedia interactivity, all of MIT's courses are based on actual courses taught at the prestigious university.
Michael Chasen is the CEO, president, and director of Blackboard, Inc., one of the foremost distance learning technology and software companies in the world. One of the creators of the Blackboard Learning System, Chasen has provided course management programs for online learning as well as online support services for offline colleges. These systems make online education easier as they provide a simple and convenient platform for online delivery, grade recording, and student discussion.
Mike Feerick is an Irish entrepreneur whose firm, ALISON, provides free online courses in the MOOC style. Unlike many programs, ALISON focuses on basic education and workforce development, with topics such as project management, basic accounting, study skills, and using Microsoft Excel. Feerick, inspired by the UN Declaration of Human Rights statement that "Education shall be free," charges no fees for testing or for a system to allow students to demonstrate their skills to employers through a quiz generator.
Sal Khan is the founder and a faculty member of Khan Academy, a free instructional resource with over 4,000 video lectures on a huge range of subject. Khan entered the field of online learning in 2004, while providing video tutoring in mathematics to his cousin, and quit his position as a hedge fund manager to focus on Khan Academy full time. The videos are integrated into free online courses with exercises and progress tracking, available free to any and all comers.
Open courseware has grown exponentially in the last decade; what started as a grand idea has evolved into a reality that millions of students are taking advantage of across the globe. Check out the graphs below to see the numbers behind the story.
Since 2004, both online and campus-based schools have experienced an upward trend in student enrollment. Though both formats are growing, online programs are growing at a rate of 10% per year, compared to the overall trend of about 2%. More than six million students were studying online during the fall of 2011.
These figures represent any student taking an accredited online course; 31% of higher education students were doing so as of 2011. Compare this figure to 2002, where about 1.6 million students - less than 10% of the total students enrolled - had the opportunity to study online. Two out of every three schools consider online learning to be a critical new strategy, and academic leaders find that student satisfaction is the same for online courses as for traditional study.
Online courses are growing rapidly, from the community college level to top accredited online college courses at world-class universities. This graph compares the explosive growth of online course offerings over a decade. Growth has been substantial across public and private schools, driven by student demand as well as the lower cost of providing online courses. As you can see, private for-profit institutions have been particularly eager to embrace online courseware, although the largest increase has been in private non-profit institutions.
In 2002, 34% of institutions offered online courses and full programs, while 37% only offered some courses, with the remainder avoiding the field entirely. As of 2012, the number offering online degrees has nearly doubled, to 62.4% of institutions, while the number making no online offerings has shrunk to 13.4%. For-profit schools have led the way, with public universities right behind. Private non-profit schools have stayed the most traditional; 22% offered online degree programs in 2002, compared to 48.4% in 2012. Compare to public and for-profit courses; online degree programs were similarly common (49%) in 2002, while 70.6% of public universities offered online degrees in 2012, as did 72.9% of for-profit schools. Even smaller schools have expanded their online offerings; in 2002, only 17% of schools with under 1,500 students offered online programs, with 28.4% managing at least some online courses. That number has mushroomed, to 51.6% offering online degree programs and 26% offering some courses online.
The chief academic officers of a range of universities were asked to respond to this statement every year, beginning in 2002. Less than half agreed in the first year, but the number has steadily risen, nearing 70% as of 2012. Most of this positive change is a result of neutral answers turning positive, as the number of administrators who have disagreed remains stable. Despite agreeing that online education is a critical strategic component, many schools do not formally include online college degree programs in their strategic plan. Only 60% of schools that offer full online programs have included online teaching in their school's plans, with the number even lower (30.4%) among those who offer online courses, but not online degrees.
Backers of online education claim it will be more efficient, allowing teachers to conduct more courses with less effort, potentially saving money and time. However, this has not been the case, according to many instructors. In 2006, 40.7% of academic leaders said they felt it took more time and effort for a faculty member to teach an online course than a traditional face-to-face course, although that may be attributed to the need for the faculty to gain experience with the new form of instruction. In 2012 that discrepancy has become even more pronounced, with 44.6% of academic leaders agreeing that it is more time-consuming to teach online, and with less than 10% disagreeing. However, the trend has been different at for-profit schools, where only 31.6% of leaders felt online courses were more difficult to teach in 2006, down to 24.2% in 2012.
Originally, online courses were published experimentally using early learning management systems, often following the model of old “correspondence” classes. Open Courseware, a concept pioneered at the Massachusetts Institute of Technology (MIT), set out to publish every course taught at MIT online to the greatest extent possible. These courses would be made available to anyone in the world at no cost; a high school student could take a summer online course in a topic they wanted to study just as easily as an MIT student.
Open courseware has flourished beyond MIT's expectations. Since the site opened in 2003, MIT's own collection has been viewed nearly eight hundred million times, with their video lectures on iTunes and YouTube receiving more than 40 million views each. Free online courses from top schools other than MIT are available as well; more than 250 universities are offering open courseware collections in the same vein as MIT. Other groups, such as Coursera, Khan Academy and Udacity have even introduced a new model - the massive open online course, or MOOC.
Massive online open courses involve a course with thousands of enrolled students; the majority of them may only browse, but typically, several hundred complete the entire program, interacting with other students and taking examinations to demonstrate completions. Some of these programs even allow students to earn college credit for a fee, providing access to cheap accredited online college courses. Only about 3% of institutions offer MOOCs, with about 10% planning to offer them soon. One-third of all colleges have decided against the idea entirely, with the remainder not yet decided.
MOOCs require a major commitment of resources. A single MOOC may have over 100,000 enrolled students, even if only a fraction of those enrolled will actually complete the program They are also experimental in many ways, and the majority of academic leaders are neutral on whether or not they can work in the long term. However, many of administrators do feel they are an important way to learn more about how to deliver online courses effectively, even when they do not feel they will directly help the institution by attracting new students. Given their cost, many administrators are taking a cautious stance in implementing MOOCs.
While many institutions offer open courseware, some schools provide more than others. MIT has led the way with a commitment to putting at least the outlines of all courses taught at the school online; an increasing number of those courses contain video lectures and other supplementary materials, but even the simplest has a syllabus and exercises for an independent student. The University of California's Berkeley campus had experimented as early as 1995 with broadcasting web video of courses and events, and currently offers over 100 courses through streaming and downloadable video and audio. Tufts University's Open Courseware offerings focus on the health professions, while internationally, the University of Southern Queensland and the Open University in the UK provide a range of similar materials.
Many private and non-profit groups, such as Khan Academy, Coursera, and edX, also provide open courseware, as do many non-English speaking universities. The larger educational groups in the English-speaking world often offer materials translated into other languages as well for international learners.
As the first and largest collection of Open Courseware, MIT's OCW program merits further discussion. The OCW program began in 1999 as a project to put MIT on the e-learning map, as well as to contribute to scholarship across the world.
MIT led the way in forming the OpenCourseWare Consortium, a group of major providers of online courseware and MOOCs, who work together to expand the reach of open courseware as well as find methods to pay for the costs of distributing these materials free of charge. Currently, MIT OCW costs about $3.5 million per year to run; their funding comes from gifts from large donors, donations from users, and from MIT itself.
MIT OCW started with 32 courses in 2002 as a test of their system, increasing to 500 by September of 2003. By September 2004, 900 courses were available, and over 2,000 by 2012. The growth has tapered off somewhat due to most of MIT's courses being already uploaded, leading to less opportunity for expansion; however, MIT has also improved the content they include in their open courseware to provide a better user experience.
Their most popular initiative has been the release of video lectures recorded from MIT classrooms and edited for portable video formats. MIT OCW's main site has been visited more than 120 million times since they began tracking usage in 2003, but its free video offerings on iTunes and YouTube have received over forty million downloads each.
The ease of access to high-quality educational materials from a renowned university has driven the massive success MIT has experienced with its open courseware experiment. As more universities follow suit, we can expect the popularity of free online courses to grow in the decades to come.