Topic: Teaching with technology
Blog Post
October 20, 2015
Online Learning Markets: Inter-Institutional Challenges
In my last blog post, I described some of the challenges that must be addressed in the institutional context if online learning technologies are going to have maximum impact on the way registered students at existing institutions learn and on the costs associated with that instruction. The barriers described in that post are intra-institutional in nature: faculty concerns, addressing teaching specialization, governance, and cost management. In this post, I want to address important inter-institutional challenges to a robust “business-to-business”…
Research Report
October 20, 2015
CIC Consortium for Online Humanities Instruction
Evaluation Report for First Course Iteration
Summary of Findings This report provides our preliminary analysis of evidence generated from the planning period and first iteration of CIC Consortium courses. It includes a summary of our findings, followed by a description and presentation of a good portion of the data for those interested in delving deeper. It is important to note that these courses finished very recently, and we (like the faculty members involved) are still processing what we have learned. We have amassed a considerable mass…
Blog Post
October 16, 2015
Learning with MOOCs II
Conference Review (October 2-3, 2015)
A couple of weeks ago I attended “Learning with MOOCs: II,” a conference at Teacher’s College at Columbia University (the conference was the second of its type; the first, which I was unable to attend was held at MIT in October of 2014). In many ways, Learning with MOOCS II seemed a well-timed follow up to an Inside Higher Ed article written by Candace Thille, John Mitchell, and Mitchell Stevens published in late September. In this article, Thille,…
Blog Post
September 15, 2015
Online Learning Markets: Institutional Challenges
In late July I posted on the different markets that exist for technology enhanced teaching and learning in higher education. To summarize the assertion from that post: there are substantial differences between the activities and impact of courses delivered by online learning platforms directly to individuals and those delivered through institutions to students. The latter represents a “business-to-business” case that must overcome different obstacles for success than “direct-to-consumer” offerings like MOOCs. I promised in that post to highlight a…
Blog Post
August 31, 2015
The Birth of an Uber Learning Economy
Before the financial crisis of 2008, the typical answer to differentiating yourself in a job market crowded with bachelor’s degrees was to get yet more college by earning a master’s degree. But since the recession, enrollment in graduate school has been essentially flat as fewer students seem to want to take on the debt of going back to school or question the return on investment in a tough job market. A front-page article in the Wall Street Journal earlier this…
Blog Post
August 27, 2015
Fair Use and Online Learning
The world of online learning presents some unpleasant surprises when it comes to sharing materials. Recently, a university librarian from a selective private institution told me a story that put a nice point on this issue. One of the university’s schools had recently launched a collaborative online degree with peer institutions. Faculty members teaching in the program contacted the library to ask for help with making course materials available to the online students. When the librarians explained to them that…
Blog Post
August 26, 2015
Improving Instruction at Scale
In 2008, John Immerwahr described an “iron triangle” constraining colleges and universities, in which cost, quality, and access exist in an “unbreakable reciprocal relationship, such that any change in one will inevitably impact the others.” According to this logic, making a college or university more accessible or trying to increase the quality of instruction would necessarily drive up institutional costs. Conversely, reducing expenditures would inevitably make an institution less accessible and undermine the quality of the education that a…
Case Study
August 26, 2015
Breaking the Iron Triangle at The University of Central Florida
Scanning the social needs and economic realities faced by institutions of higher education in 2008, John Immerwahr described an “iron triangle” constraining colleges and universities. Immerwahr suggested that the three points of this triangle—cost, quality, and access—exist in an “unbreakable reciprocal relationship, such that any change in one will inevitably impact the others.” According to this logic, making a college or university more accessible or trying to increase the quality of instruction would necessarily drive up institutional costs. Conversely, reducing…
Blog Post
August 17, 2015
Instruction Shapes Construction at the University of Technology Sydney
Over the past eight years, the University of Technology Sydney (UTS) has undergone a remarkable transition, from a tired campus that housed an unsung technical institute to a major presence in Australia’s largest city where learning and research draw the attention of students, the higher education community, industry, and the public. In our latest case study, “Making a Place for Curricular Transformation at the University of Technology Sydney,” authors Nancy Fried Foster and Christine Mulhern unpack the process through…
Case Study
August 17, 2015
Making a Place for Curricular Transformation at the University of Technology Sydney
The University of Technology Sydney (UTS) is committed to research and learning in technology-based disciplines, such as engineering and information technology, and fields that rely heavily on technology, such as design, architecture and building. Located in the center of Sydney, Australia, the university aims to achieve world-class status through embedding of advanced technologies across the curriculum, strong academic performance in science, engineering and technology, orientation to industry and professions, and alignment with Australian economic and educational priorities.[1] Over…
Blog Post
July 30, 2015
Two Online Learning Markets
The discussion about MOOCs and their impact on higher education has changed dramatically in the last couple of years. The fear and foreboding that accompanied MOOCs’ explosive debut has dissipated. It seems that the MOOC storm has passed. Much of that hype was predicated on the expectation that these new free courses were going to replace traditionally delivered higher education and reduce the price of pursuing degrees. There was also a belief that these courses would undermine or “unbundle” the…
Blog Post
July 15, 2015
What Does the Future of Higher Education Look Like? It Depends Where You Sit
As part of a panel organized for the recent annual conference of the American Library Association in San Francisco, I was invited to talk about future trends in higher education. This was something of a fool’s errand, I realize, since we are bombarded every day by the media with higher education’s most pressing challenges and opportunities: Low completion rates New pedagogies that meet more of today’s students’ needs—online learning, competency-based education, etc. Need for a higher education ecosystem…
Blog Post
June 10, 2015
Slow to Grow
Why Does Enrollment Lag Demand at Elite Colleges?
The chance of getting into an elite college or university seems to be getting more difficult by the year. Every spring, selective institutions promote their latest admit rate, which is almost always as low or lower than the year before. It’s now a figure tracked by the mainstream media, another statistic in an endless line of numbers reported about higher education in the United States This year, Stanford received 42,487 applications, and accepted 5 percent of them. Harvard collected…
Blog Post
May 12, 2015
Unbundling Higher Education
To What End?
Recently, Arizona State University announced that it would partner with edX, the online platform for MOOCs (Massive Open Online Courses) founded by MIT and Harvard, to offer an online freshman year of college that students could take for free without admissions and apply for credit after the fact. The announcement is just another example of efforts in recent years to rethink the bachelor’s degree from a bundle of services offered by one college over four years (usually in a…
Blog Post
April 10, 2015
Gaining a Technology Platform
But Losing a University's Brand Name
The competitive pressures facing higher education these days are often compared to the massive changes that overwhelmed the music and publishing industries in the last decade. The music industry seems to have emerged at the other end of that transformation in better shape than it entered. The same can’t be said of newspapers, of course. But publishing companies continue to evolve and colleges and universities might still be able to learn lessons from the decisions they are now making about…
Blog Post
March 18, 2015
Mapping the Adaptive Learning Landscape
From the Bill and Melinda Gates Foundation’s announcement of the finalists for its Next Generation Courseware Challenge to the launch of the new inSpark Science Network, adaptive learning has been in the news. Though diverse in their content and structure, the core feature that adaptive learning solutions share is the ability to respond to learner activity by adjusting assessments, content, pace, and sequence of instruction. Whether offered on its own or as a supplement to face-to-face instruction, adaptive…
Blog Post
March 18, 2015
Higher Education’s Free Agent Future
What happens when Professor Everybody teaches at the University of Everywhere? I’ve been grappling with this question for the last week after I heard talks at SXSWedu in Austin and then in Washington, DC about the coming free-agent, unbundled era of higher education. At SXSWedu—the education offshoot of the popular music and film festival—Jeff Young, a senior editor at The Chronicle of Higher Education, explained how the so-called “sharing economy” might disrupt the higher education teaching model in…
Research Report
March 18, 2015
Personalizing Post-Secondary Education
An Overview of Adaptive Learning Solutions for Higher Education
For the past decade, the conversation about technology’s potential to transform higher education has grown louder and larger, encompassing more voices, opinions, and topics, and driving changes at a global scale. Participants in this discussion speculate about the possibilities for Massively Open Online Courses (MOOCs) to make quality education more broadly accessible to an international set of learners, deliberate over the value of leveraging business analytics to help students through degree programs, and debate the impact of technology-enabled learning on…
Blog Post
March 11, 2015
The Most Recent Studies of Online Learning Still Find No Significant Difference
Since 2012, Ithaka S+R has periodically reviewed the empirical literature on the impact of online and hybrid instruction on student outcomes. As reported in the 2013 review, very few studies employ rigorous methodologies; of those that do, the findings indicate that students do about as well in online or hybrid courses as they do in face-to-face versions of the same course. For the latest update in this series, “Online Learning in Postsecondary Education: A Review of the Empirical…
Research Report
March 11, 2015
Online Learning in Postsecondary Education
A Review of the Empirical Literature (2013-2014)
Courses that incorporate online learning are increasingly a fact of life for American college and university students.[1] The share of postsecondary students in the United States who took at least one online course has increased every year for the past decade—to a high of 34% in the fall semester of 2012.[2] Even as the prevalence of online learning continues to grow, however, there remains a dearth of rigorous research done on the learning outcomes associated with…