WHEN Bilal Shah got his doctorate in computer science from the University of Southern California back in 2010, the job market wasn't exactly welcoming. "I graduated into the Great Recession. Nothing would test my mettle more," Shah says.

Around that time, he heard about a free massive online open course (MOOC) on machine learning - a branch of artificial intelligence related to the design of certain computer algorithms - taught by Stanford's Andrew Ng.

Since Shah had plenty of spare time, he gave it a try. Every morning for three months, he sat in Peet's Coffee & Tea in the Los Angeles neighborhood of Brentwood, drinking coffee and watching lectures on his laptop. He took pop quizzes, did programming assignments and checked his work on the course's online discussion board. "It was an easy, convenient way to learn something new," notes Shah, who is in his early 30s.

After getting certification from the class, he landed a job interview with ID Analytics, the San Diego-based identity fraud and credit risk modeling company. "They prodded my knowledge of machine learning and they could tell I knew the material well," he says. "I got the job. It was a great feeling."

Amid a sputtering recovery that has shone a spotlight on the dearth of qualified workers in particular segments of the economy, many in the business community view MOOCs as a key part of the solution. And at a time when rising college costs and growing income inequality occupy the national debate, some say the platforms that offer MOOCs could potentially transform higher education. Giving millions of students around the world access to high quality classes could help shrink the gap between the haves and the have-nots.

A number of start-ups and prominent colleges have recently gotten in on the game. Coursera, an online learning system created by Ng and Daphne Koller, both Stanford computer scientists, has partnerships with four universities: Stanford, the University of Michigan, the University of Pennsylvania and Princeton.

Coursera delivers MOOCs in math, science and the humanities. Udacity, another online education company, launched in February by Sebastian Thrun, a former Stanford professor, offers MOOCs mainly in computer programming and software design. Harvard and MIT recently announced edX, a joint online education partnership, which begins classes this fall.

"Higher education will change; the system is unstable," says Kevin Werbach, a Wharton legal studies and business ethics professor, who is teaching a MOOC on Coursera this summer. "It's an industry that will be in severe turmoil in the next decade. There are so many schools in distress, and the student loan burden is huge. In that environment, online platforms like Coursera are an interesting opportunity."

But while Coursera and others hold out the promise of bringing higher education to the masses and leveling the playing field between rich schools and those with fewer resources, some ask whether these platforms have rigorous enough curriculum standards.

Skepticism

They question whether the credentials issued for course completion are meaningful in the job market. There is also skepticism around the sustainability of their business models since, for now at least, the classes offered by these platforms are free.

Over the years, many schools have attempted online education. Fathom, Columbia University's for-profit online learning venture, shut down in 2003 just a few years after its launch.

AllLearn, a similar effort backed by Yale, Princeton and Stanford, was founded in 2000 and closed in 2006.

Why might Coursera or another of the new enterprises succeed where others have failed?

For one, the technology has evolved. Video and audio are crisper. Desktop sharing tools and discussion boards are easier to navigate. There is greater access to Internet libraries.

Course developers also have a more nuanced understanding of how people learn online and the best ways to present information in that format.

Coursera, for example, slices lectures into digestible 10- or 15-minute segments and provides online quizzes as part of each section. Professors answer questions from students in online forums. This is a vast improvement from previous online education ventures that offered a less dynamic learning model where students watched canned lectures, with no interaction.

Second, the barriers to entry for students are lower. Taking an online class today doesn't require much technological know-how. Even if it did, the population of potential online learners has a greater comfort level with technology even compared to five years ago. Members of Generation Y are digital natives and famously tech savvy. Baby boomers are not far behind. In 2008, only 11 percent of those aged 50-64 used social media.

Today, 52 percent of that age group uses social media, according to the Pew Research Center.

Advanced technology and society's apparent ease with it make the "sage on the stage" model of collegiate learning seem old-fashioned, quaint even. "Fundamentally, the way most faculty members teach at most universities is the same way that college students have been taught for the past 100 years," says Werbach.

Convenience

Students today demand ease and convenience. Online education offers a self-determined pace of learning so students can study according to their own individual schedules.

"The whole notion of going to a bricks-and-mortar school makes no sense to many people when the confines of space and time have been eliminated," notes Douglas Shackelford, a professor at the University of North Carolina's Kenan-Flagler Business School and dean of its new online business degree program, MBA@UNC.

A third driving factor is the economy. College is out of reach for many people because of the cost but, for better or for worse, a degree is considered necessary for a successful career. The cost of college has risen by a staggering amount. In 1981, the average annual tuition and fees for a four-year public university were about US$2,242 (in constant dollars today), according to the College Board. Last year, that number had climbed about 267 percent to US$8,244 a year.

The cost of attending a private college has also increased: In 1981, the average yearly tuition and fees for a four-year private university rang up at $10,144; today the cost is US$28,500, an increase of 180 percent. The Federal Reserve Bank of New York says that about 15 percent of Americans have outstanding student loan debt. The bank estimates the total burden at around US$870 billion.

College graduates have much lower unemployment rates than high school graduates, and they tend to make a lot more money over their lifetimes, but the financial crisis has not been kind to either group.

According to the Center for Labor Market Studies at Northeastern University, about 54 percent of people under the age of 25 who hold bachelor's degrees were jobless or underemployed last year, the most in at least 11 years.

These grim statistics have increased scrutiny of the higher education industry. Public universities are already buckling under draconian state budget cuts. "And in a slow-growing economy, there is greater pressure on schools - particularly graduate schools - because people are getting their degrees and still not getting jobs," says Wharton's Werbach.

Many people cannot afford college, and many of those who went still cannot find jobs. Both these groups need to acquire new skills and additional training. Online education platforms, like Coursera, edX and Udacity, fill an economic need, according to Chris Pitts, a Boston-based producer specializing in e-learning content for colleges and corporations.

Adapted from Knowledge@Wharton, http://knowledge.wharton.upenn.edu. To read the original version, please visit: http://bit.ly/MFJP49