Group items matching

in title, tags, annotations or url

No one has created a better mechanism for discovery, memory, and mentoring than the one devised by innovative American academics in the late 19th and early 20th centuries.

Undergraduate students who prepare for face-to-face classes via online lectures, problem sets, and discussion boards can take Socratic discovery to levels like those of the best graduate business and law schools.

Online degrees are steadily getting better, and the cost of providing them is a small fraction of what traditional institutions spend per graduate. Faced with an either-or choice, many young college students will follow the lead of adult learners: They'll take the affordable online option over the socially preferable but financially inaccessible traditional college experience.

In addition to adopting online learning as what we call a sustaining innovation, avoiding disruption will require incumbent institutions to effectively change their DNA. Most will need to become more focused on undergraduate students, cutting back on graduate programs that serve relatively few students while consuming much faculty time and generating little of the prestige hoped for when they were created. Programmatic offerings need to be more focused: Some majors should be dropped, and many should be shortened, making it more feasible for students to complete a degree in four years. The number of departments and centers at most institutions needs strategic shrinking.

“If we can solve this,” he said, “I think it will disrupt all of higher education.”

John Hennessy, Stanford’s president, gave the university’s blessing to Thrun’s experiment, which he calls “an initial demonstration,” but he is cautious about the grander dream of a digitized university. He can imagine a virtual campus for some specialized programs and continuing education, and thinks the power of distributed learning can be incorporated in undergraduate education — for example, supplanting the large lecture that is often filled with students paying more attention to their laptops. He endorses online teaching as a way to educate students, in the developing world or our own, who cannot hope for the full campus experience.

As The Times’s Matt Richtel recently reported, there is remarkably little data showing that technology-centric schooling improves basic learning. It is quite possible that the infatuation with technology has diverted money from things known to work — training better teachers, giving kids more time in school.

“When is the infrastructure of the university particularly valuable — as it is, I believe, for an undergraduate residential experience — and when is it secondary to the learning process?”