Coursera envisions a world in which anyone, anywhere can transform their lives through access to the world’s best learning experience. By connecting outstanding educators from top institutions with over 18 million learners on our global platform, we’re moving closer to that world each day.

Transform lives at scale

Share your expertise with hundreds of thousands of learners across the world.

Build your brand

Coursera instructors have translated their recognition into book deals, conference invitations, and even an appointment to a UN commission.

Accelerate your research

Involve thousands of learners in collaborative exploration and research, and recruit the best to join your team.

Improve your teaching methods

Coursera helps you monitor feedback and performance trends across thousands of learners. Use the data to optimize your teaching, both online and on campus.

Join a global teaching community on the world’s largest online learning platform, and expand your impact as a scholar, educator, and leader in your field.

  • Dr. Edwin Bakker

    research fellow at the International Centre for Counter-Terrorism and professor at the Institute of Public Administration at Universiteit Leiden

    Prof. dr. Edwin Bakker
    Surveys his broad learner base about their attitudes towards terrorism.

    These results inform his larger anti-terrorism work and research.
  • Dr. Diana Kleiner

    Dunham Professor of History of Art and Classics at Yale University

    Dr. Diana Kleiner
    “I am thrilled by the range and diversity of images of Roman architectural ruins that were provided by learners in my (online course), some in parts of the world I have not yet visited. We may never be able to walk down one of the colonnaded streets of Palmyra, Syria, but exposure to (the ruins) through the eyes of those who live there has greatly enriched the course experience both for the learners in the course and also for me as an instructor and scholar."
  • Dr. Matthew Ferrari

    Asst. Professor, The Center for Infectious Disease Dynamics, Penn State

    Dr. Matthew Ferrari
    “Funding agencies are increasingly asking us to quantify our outreach. Our Coursera course has provided a novel platform for broadcasting our work to broad audiences and getting meaningful, quantifiable metrics about usage and impact. These metrics now provide powerful evidence of our impact to our funders in the reporting phase and, more importantly, (these metrics) allow us to project potential outreach in the proposal phase.”
  • Dr. Bert Blocken

    Department of the Built Environment, Eindhoven University of Technology

    Prof. Dr. Bert Blocken
    “My course on Sports and Building Aerodynamics gave me a unique opportunity to reach graduate students who I may never have met otherwise. Thanks to this course, two fully-funded PhD students came to my lab, and a third student contacted me with the request to start a PhD studying on cycling aerodynamics. We applied for funding together and got it.“
  • Dr. Scott Plous

    Pprofessor of Psychology at Wesleyan University

    Prof. Dr. Scott Plous
    Professor Dr. Scott Plous used his Social Psychology course on Coursera to instigate a global “Day of Compassion” final project applying social psychology principles.

    He had 250K+ enrollments.
  • Dr. Jim Fowler

    Tenured assistant professor, Department of Mathematics, The Ohio State University

    Prof. Dr. Jim Fowler
    “I think a lot of it comes down to the extent to which education can be viewed externally. The MOOC stuff lets me publish my teaching, in a way.

    I certainly think that turned out to be really helpful in being able to evaluate me for (tenure at Ohio State).”
  • Dr. Pavel Pevzner

    Ronald R. Taylor Professor of Computer Science at UC San Diego, and Director of the NIH Center for Computational Mass Spectrometry

    Prof. Dr. Pavel Pevzner
    “We now see the huge contribution a MOOC provides to professors in our attempts to improve both our classes and textbooks. Where else could we get a gold mine of comments contributing to further improvements of our courses?

    Any serious textbook author ... should run a textbook-based MOOC first.”
  • Dr. Barb Oakley

    (pictured with Science Friday’s Ira Flatow [1.3M weekly listeners] and the NY Times’ Ben Carey), professor of Industrial & Systems Engineering at UC San Diego, and instructor of “Learning How to Learn”

    Prof. Dr. Barb Oakley
    “I told my publisher—I’m working on a MOOC. They thought I was crazy—working in my basement instead of writing op-eds for the New York Times.

    My book has WAY outsold that of the New York Times reporter!
  • Xu Xiaoxiao

    Lecturer, Arts Education Center, Fudan University and instructor of “Micro-film: From Concept to Production”

    Xu Xiaoxiao
    After the class began, I got more and more fans on my Wechat and Weibo accounts. Learners from all over the world discussed the course with me - some travelled to Shanghai specially to meet me. I received walnuts from Hebe, oranges from Jiangxi, and even mango and pineapple from Thailand...all of this gave me a very grounded and steadfast sense of achievement.

    This is definitely more authentic and heart-warming than publishing a paper or completing a project.
  • Liu Xiaoyu

    Associate Professor, School of Chinese as A Second Language, Peking University and instructor of “Chinese for Beginners”

    Liu Xiaoyu
    Enrollment kept welling up...all the way to 570,000 by March 2016. Within less than 2 years, quite a handful of seminars, academic salons, and journals expressed their interest in my course.

    Students from other countries got to know Peking university, fell in love with Chinese culture through taking my course, and came here to further their academic pursuit.
  • Dr. Jan Erk

    Professor at Universiteit Leiden at the Institute of Political Science and instructor of “Federalism & Decentralization: Evaluating Africa's Track Record”

    Dr. Jan Erk
    While involved in writing Somalia’s constitution, he was approached by two regional leaders asking him “Are you really Professor Jan?” They’d been in his course and were excited to meet their instructor. The course had real impact where it mattered most.
  • Dr. Madhu Viswanathan

    The Diane and Steven N. Miller Professor in Business at the University of Illinois, Urbana-Champaign

    Prof. Dr. Madhu Viswanathan
    We reach and meet people we would never have met otherwise.One student with high school education in Latin America took my course three times. He stood out among thousands of students. Today, he teaches our marketplace literacy program in his home country and just visited us to give a talk at our conference.
  • Dr. Raj Raghunathan

    Instructor of "A Life of Happiness and Fulfillment" through the Indian School of Business, currently at the McCombs School of Business at University of Texas

    Dr. Raj Raghunathan
    “Never in my wildest dreams did I think that I’d one day have taught over 100,000 students from nearly every single country in the world.

    But that dream has come true—thanks to Coursera. What I cherish most is how useful the course has proven to be to so many people. I’ve received over a 1000 emails thanking me!”
  • Ebrahim Afsah

    Assistant Professor, Faculty of Law at University of Copenhagen, and instructor of Constitutional Struggles in the Muslim World

    Ebrahim Afsah
    “In the course of teaching some 50k students, I have learned probably more from teaching my students than they have learned from me. Hearing,“Prof. Afsah, I am one of your students” in my travels around the world, and to then hear what my students have taken out of my course and the way it has helped them in their own personal quests and careers has been a wonderful experience.

    What greater gift can a teacher receive than hearing that so many have eschewed the easy answers and instead begun their own vexing investigations?”
  • Dr. Colleen van Lent

    Lecturer at the School of Information, University of Michigan

    Dr. Colleen van Lent
    “Growing up we didn’t have a lot of money, but we did have a computer very early on. This early exposure was defining.

    I teach courses online because it's a chance to pay it forward by providing access to learning opportunities to others who may not have been as lucky as I was in my path to a life in technology.”
  • Dr. Greg Heileman

    Professor and Associate Provost Electrical and Computer Engineering, University of New Mexico

    Dr. Greg Heileman
    “I'm using my MOOC to flip my classroom on campus, while simultaneously reaching hundreds of thousands of others around the world. The gratitude that students around the world have shown to me, particularly from emerging economies, is one of the most rewarding experiences of my life, and it took me completely by surprise. I had no idea that they would respond to these learning materials in the way they did.

    To feel that in some small way I have made their lives better is incredibly satisfying.”
  • Elvia Esther Vargas Trujillo

    Associate Professor, Department of Psychology, Universidad de los Andes and instructor of “Sexualidad...mucho más que sexo”

    Elvia Esther Vargas Trujillo
    The course has also enabled us to achieve high visibility and touch the lives of thousands of people, without leaving our workplace. The reach of our on-campus course was 55 students per semester.

    To reach the number of students we’ve taught on Coursera in just six months, we would have had to teach on campus for 119 years.
  • Christine Alvarado

    Associate teaching professor at UC San Diego, and instructor of the Java Programming: Object-Oriented Design of Data Structures Specialization

    Christine Alvarado
    “We were excited about the opportunity to create a different kind of course, one driven by our learners and focussed on real-world applications.

    The online platform lets us customize the course experience for our diverse learner community.

    Each learner selects their own path through our courses, going at their own pace and supported by as much or as little of the additional guidance we built in as they choose. “
  • Dave Levin

    Co-Founder, KIPP; Co-Founder, Relay GSE and instructor of “Teaching Character and Creating Positive Classrooms”

    Dave Levin
    “Planning for and teaching our Coursera course on character was awesome. It pushed us not only as educators but also as designers – how to maximize learning and practice in a digital environment? We would never have thought about having people learn to tie a bow tie or dance the electric slide or stand on their head if we weren’t forced to teach about growth mindset digitally.

    We’ve met so many awesome people and gotten such great feedback on what’s working in the teaching of character.”
  • Jonathan Biss

    Neubauer Family Chair in Piano Studies, Curtis Institute of Music, instructor of “Exploring Beethoven’s Piano Sonatas”

    Jonathan Biss
    “Teaching for Coursera has forever changed the relationship that I, as a performer, have with my audience. I've been so moved by concert-goers who have told me that the course has influenced how they listen to music. It's made me so much more aware of the way in which context deepens the listening experience, which in turn has made performing so much more gratifying.

    I had been playing for audiences for nearly 20 years before teaching a Coursera class, but it was only after that I truly fell in love with the act of sharing music. It's been a tremendous gift to my life."
  • Dr. Michael F. Schatz

    Professor at the School of Physics, Georgia Institute of Technology

    Dr. Michael F. Schatz
    “This flipped classroom model allowed the Tech students to watch lectures and complete homework assignments online, which freed up class time to work on problems and do other activities together.”
  • Dr. William Kuskin

    English professor at the University of Colorado Boulder

    Dr. William Kuskin
    “To teach in the Massive Open Online Course environment is to enter the classroom for the first time all over again.

    Coursera changed my style of lecturing, making it both broader and more succinct, and my way of thinking about teaching, showing me that that it is not too much to expect self-motivated learners to chase aggressively after content and bring it back to the discussion forum and classroom with intense vibrancy."
  • Dae Ryun Chang

    Professor of Marketing, School of Business at Yonsei University, and instructor of “Introduction to International Marketing”

    Dae Ryun Chang
    “As someone who has taught for almost 30 years, it is hard to find something new whether it is a new type of student or a new way to teach. But lo and behold...instead of merely using tried, tested and proven methods of pedagogy, Coursera allows me to experiment with novel content and delivery of message.

    I have done impersonations of David Caruso being Horatio Caine and Alec Baldwin from Glengarry Glen Ross, delivered a soliloquy from Hamlet, and have given boxing lessons -all to engage and entertain my learners. “

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