To realize the potential and promise of online learning (and MOOCs), colleges and universities must be aware of the pitfalls while taking full advantage of the wonderful, if problematic, opportunities provided by ingenuity and technological prowess.
In the next decade, higher education, military and workplace training, and professional development will transform to leverage models based on emerging technologies that can make learning more efficient and possibly improve student support, all at lower cost for a broader range of learners.
Not all U.S. colleges and universities will disappear as a result of new technologies, but clearly some will. If higher education institutions embrace the status quo, they will no longer be in control of their own fate. To survive, they must change their existing business models.
What are the new rules that will accompany future new models in higher education? Three essays address this question by exploring state higher education policy, accreditation for non-institutional education, and the disaggregation of the current higher education model.
If we are to support students and faculty as connected learners and instructors, we must rethink our approach to academic technology architecture. At the foundation and core of that architecture is information technology, in its role as the strategic enabler of connected learning.