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"Harvard and MIT have issued a report on the effectiveness of their Massive Open Online Courses (MOOCs) offered through MITx and HarvardX free to the public. The study: “HarvardX and MITx: Two Years of Open Online Courses Fall 2012-Summer 2014″ drew on data from two years and 68 open online courses and reveals a steady growth of multiple-course participation and only with a slight majority of students seeking course certification." Via EDTECH@UTRGV 
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Massive open online courses, or "MOOCs," require a lot of motivation—and sometimes, a thick skin.
MOOCs, or massive open online courses, are quickly becoming technology darlings. Companies like Coursera, Udacity, edX and others provide college-caliber online courses taught by professors from the most prestigious universities. Millions of students interested in pursuing inexpensive post-secondary education can take classes on anything from nutritional health to machine learning—right from the comfort of their own home. It’s not just about learning new skills. "Graduates" of these classes can receive paid course certificates or accreditation, which is always great to showcase on LinkedIn. Some organizations, like Udacity, have even partnered with universities to create entirely MOOC-based degrees.
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What data should be considered to ensure your course redesign efforts are successful? Course redesign can be a major undertaking, but utilizing the data derived from your existing course can inform your decisions on what areas need to be targeted.
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Critically Examining What You Teach
[snip] What I have just done is identify some criteria by which any so-called ‘course’ can be designed and critiqued. And such criteria are vital: I know from 35 years at this work that very few teachers ever self-assess a course as a course against explicit criteria–with unfortunate consequences. They may tweak lessons and even units but they rarely dispassionately critique the design of the entire course against criteria such as mine; or receive feedback against criteria about their design. [snip]
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Stat-heavy article from MIT and Harvard. They claim the MOOCs are still sustainable despite some trends showing downward interest. Could still have good stats for final presentation, though.