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anonymous

What are the Disadvantages of Online Schooling for Higher Education? - 18 views

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    "hat Are the Disadvantages of Online Schooling for Higher Education? Today, online schooling for higher education is prevalent across many fields. While there are several benefits to online schooling, such as flexibility and convenience, there are also real and perceived disadvantages. Explore some of the potential drawbacks of online learning. View 10 Popular Schools » Online Schooling In 2012, about a quarter of undergraduate college students were enrolled in distance education courses as part -- if not all -- of their studies, according to a 2014 report from the National Center for Education Statistics. That same data found that 29.8% of graduate students in this country are enrolled in some or all distance learning classes as well. A 2013 report from Babson Survey Research Group and Quahog Research Group, LLC, pointed out that approximately 86.5% of higher education institutions offer distance learning classes. Clearly, online schooling is commonplace. Disadvantages: Student Perspective Despite advantages, online schooling is not the right fit for every student. Taking online courses is generally believed to require more self-discipline than completing a degree on campus, a belief that is supported by SCHEV -- the State Council of Higher Education for Virginia. Because online schooling options often allow students to complete much of the coursework at their own pace, students must be motivated to stay on schedule and manage their time accordingly. Other potential disadvantages from a student's viewpoint may include the following: Less Instructional Support Although instructors are available to students via e-mail, telephone, Web discussion boards and other online means, some students may see the lack of face-to-face interaction and one-on-one instruction as a challenge. A lack of communication or miscommunication between instructors and students may frustrate students who are struggling with course materials. That could be exacerbated by the casual nature
Cüneyt Birkök

International Journal of Human Sciences - 18 views

  • ©2002 Uluslararası İnsan Bilimleri Dergisi / International Journal of Human Sciences (ISSN:1303-5134) is an "Open access journal" that uses a funding model that does not charge readers or their institutions for access. From the BOAI definition of open access, users take the right of read, download, copy, distribute, print, search, or link to the full texts of these articles.
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    ©2002 International Journal of Human Sciences (ISSN:1303-5134) is an "Open access journal" that uses a funding model that does not charge readers or their institutions for access. From the BOAI definition of open access, users take the right of read, download, copy, distribute, print, search, or link to the full texts of these articles. Creative Commons License # We look forward to work with scholars from all over the world and in any subject fields. All academicians (hold a Ph.D degree) are welcomed. # Refereeing pre-request is to supervise at least three (Master) or (Doctoral) thesis. # We elaborate scientific branches mentioned in the about page according to any requests from referees. # Referees are responsible to review and approve submitted works in English language and subject fields by filling out this evaluation form. # To join with editorial board, Login/Register to this journal and then submit your full academic vitae with your subject fields you are able to review to journal editor (editor@insanbilimleri.com). Please fill completely out all the information asked (such as your bio statement, languages, institution etc.) at user profile page.
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    ©2002 International Journal of Human Sciences (ISSN:1303-5134) is an "Open access journal" that uses a funding model that does not charge readers or their institutions for access. From the BOAI definition of open access, users take the right of read, download, copy, distribute, print, search, or link to the full texts of these articles. Creative Commons License # We look forward to work with scholars from all over the world and in any subject fields. All academicians (hold a Ph.D degree) are welcomed. # Refereeing pre-request is to supervise at least three (Master) or (Doctoral) thesis. # We elaborate scientific branches mentioned in the about page according to any requests from referees. # Referees are responsible to review and approve submitted works in English language and subject fields by filling out this evaluation form. # To join with editorial board, Login/Register to this journal and then submit your full academic vitae with your subject fields you are able to review to journal editor (editor@insanbilimleri.com). Please fill completely out all the information asked (such as your bio statement, languages, institution etc.) at user profile page.
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    ©2002 International Journal of Human Sciences (ISSN:1303-5134) is an "Open access journal" that uses a funding model that does not charge readers or their institutions for access. From the BOAI definition of open access, users take the right of read, download, copy, distribute, print, search, or link to the full texts of these articles. Creative Commons License # We look forward to work with scholars from all over the world and in any subject fields. All academicians (hold a Ph.D degree) are welcomed. # Refereeing pre-request is to supervise at least three (Master) or (Doctoral) thesis. # We elaborate scientific branches mentioned in the about page according to any requests from referees. # Referees are responsible to review and approve submitted works in English language and subject fields by filling out this evaluation form. # To join with editorial board, Login/Register to this journal and then submit your full academic vitae with your subject fields you are able to review to journal editor (editor@insanbilimleri.com). Please fill completely out all the information asked (such as your bio statement, languages, institution etc.) at user profile page.
pepe1976

SLAVERY | The Handbook of Texas Online| Texas State Historical Association (TSHA) - 26 views

  • SLAVERY. Texas was the last frontier of slavery in the United States. In fewer than fifty years, from 1821 to 1865, the "Peculiar Institution," as Southerners called it, spread over the eastern two-fifths of the state. The rate of growth accelerated rapidly during the 1840s and 1850s. The rich soil of Texas held much of the future of slavery, and Texans knew it. James S. Mayfield undoubtedly spoke for many when he told the Constitutional Convention of 1845 that "the true policy and prosperity of this country depend upon the maintenance" of slavery. Slavery as an institution of significance in Texas began in Stephen F. Austin's colony. The original empresario commission given Moses Austin by Spanish authorities in 1821 did not mention slaves, but when Stephen Austin was recognized as heir to his father's contract later that year, it was agreed that settlers could receive eighty acres of land for each bondsman brought to Texas. Enough of Austin's original 300 families brought slaves with them that a census of his colony in 1825 showed 443 in a total population of 1,800. The independence of Mexico cast doubt on the future of the institution in Texas. From 1821 until 1836 both the national government in Mexico City and the state government of Coahuila and Texas threatened to restrict or destroy black servitude. Neither government adopted any consistent or effective policy to prevent slavery in Texas; nevertheless, their threats worried slaveholders and possibly retarded the immigration of planters from the Old South. In 1836 Texas had an estimated population of 38,470, only 5,000 of whom were slaves.
  • SLAVERY . Texas was the last frontier of slavery in the United States. In fewer than fifty years, from 1821 to 1865, the "Peculiar Institution," as Southerners called it, spread over the eastern two-fifths of the state. The rate of growth accelerated rapidly during the 1840s and 1850s. The rich soil of Texas held much of the future of slavery, and Texans knew it. James S. Mayfield undoubtedly spoke for many when he told the Constitutional Convention of 1845 that "the true policy and prosperity of this country depend upon the maintenance" of slavery. Slavery as an institution of significance in Texas began in Stephen F. Austin 's colony. The original empresario commission given Moses Austin by Spanish authorities in 1821 did not mention slaves, but when Stephen Austin was recognized as heir to his father's contract later that year, it was agreed that settlers could receive eighty acres of land for each bondsman brought to Texas. Enough of Austin's original 300 families brought slaves with them that a census of his colony in 1825 showed 443 in a total population of 1,800. The independence of Mexico cast doubt on the future of the institution in Texas. From 1821 until 1836 both the national government in Mexico City and the state government of Coahuila and Texas threatened to restrict or destroy black servitude. Neither government adopted any consistent or effective policy to prevent slavery in Texas; nevertheless, their threats worried slaveholders and possibly retarded the immigration of planters from the Old South. In 1836 Texas had an estimated population of 38,470, only 5,000 of whom were slaves
  • States. In fewer than fifty years, from 1821 to 1865, the "Peculiar Institution," as Southerners called it, spread over the eastern two-fifths of the state. The rate of growth accelerated rapidly during the 1840s and 1850s. The rich soil of Texas held much of the future of slavery, and Texans knew it. James S. Mayfield undoubtedly spoke for many when he told the Constitutional Convention of 1845 that "the true policy and prosperity of this country depend upon the maintenance" of slavery. Slavery as an institution of significance in Texas began in Stephen F. Austin 's colony
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    The issue of Slavery in Texas before, during and post Texas Revolution and the establishment of a new government.
Thieme Hennis

About - Institute of Making - 28 views

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    The Institute of Making is a multidisciplinary research club for those interested in the made world: from makers of molecules to makers of buildings, synthetic skin to spacecraft, soup to diamonds, socks to cities. Annual membership of the institute is available to all UCL staff and students. Our programme of symposia, masterclasses and public events explores the links between academic research and hands-on experience, and celebrates the sheer joy of stuff. Its mission is to provide all makers with a creative home in which to innovate, contemplate and understand all aspects of materials and an inspiring place to explore their relationship to making. At the heart of the Institute of Making is the Materials Library - a growing repository of some of the most extraordinary materials on earth, gathered together for their ability to fire the imagination and advance conceptualisation. A place in which makers from all disciplines can see, touch, research and discuss, so that they can apply the knowledge and experience gained to their own practice. Alongside the collection is the MakeSpace - a workshop where members and guests can make, break, design and combine both advanced and traditional tools, techniques and materials."
Tony Iannone

Moving Toward the Paperless Institute - National Writing Project - 16 views

  • But in our 2007 summer institute, we facilitators wondered aloud, "What if these responses could be put online?" Within minutes, Eric ignited a sea of change in Red Clay by creating a way for fellows to answer these questions via an online survey tool. Now, instead of mad scribbling, happy goodbyes, and plans for beer that night, the sounds at the end of any day in the summer institute have become mad typing, happy goodbyes, and plans for beer that night."
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    This quote gets me thinking about ways that our own Writing Project is moving towards a paperless institute.
D. S. Koelling

Embracing the Cloud: Caveat Professor - The Digital Campus - The Chronicle of Higher Ed... - 37 views

  • My work as chief privacy and security officer at a large public university has, however, given me pause to ask if our posture toward risk prevents us from fully embracing technology at a moment of profound change.
  • Consequently, faculty members are accepting major personal and institutional risk by using such third-party services without any institutional endorsement or support. How we provide those services requires a nuanced view of risk and goes to the heart of our willingness to trust our own faculty and staff members.
  • The technologically savvy among us recognize that hard physical, virtual, and legal boundaries actually demark this world of aggressively competitive commercial entities. Our students, faculty, and staff often do not.
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  • But can we embrace the cloud? Can the faculty member who wears our institution's name in her title and e-mail address, to whom we've entrusted the academic and research mission of the institution, be trusted to reach into the cloud and pluck what she believes is the optimal tool to achieve her pedagogical aims and use it? Unfortunately, no. Many faculty and staff members simply use whatever service they choose, but they often do not have the knowledge or experience needed to evaluate those choices. And those who do try to work through the institution soon find themselves mired in bureaucracy.
  • First we review the company's terms of service. Of course, we also ask the company for any information it can provide on its internal data security and privacy practices. Our purchasing unit rewrites the agreement to include all of the state-required procurement language; we also add our standard contract language on data security. All of this information is fed into some sort of risk assessment of varying degrees of formality, depending on the situation, and, frankly, the urgency. That leads to yet another round of modifications to the agreement, negotiations with the company, and, finally, if successful, circulation for signatures. After which we usually exhume the corpse of the long-deceased faculty member and give him approval to use the service in his class. We go through this process not from misguided love of bureaucracy, but because our institutions know of no other way to manage risk. That is, we have failed to transform ourselves so we can thrive and compete in the 21st century.
  • But our faculty and staff are increasingly voting with their feet—they're more interested in the elegance, portability, and integration of commercial offerings, despite the inability to control how those programs change over time. By insisting on remaining with homegrown solutions, we are failing to fall in lockstep with those we support.
  • Data security? Of course there are plenty of fly-by-night operations with terrible security practices. However, as the infrastructure market has matured (one of the generally unrecognized benefits of cloud services), more and more small companies can provide assurances of data security that would shame many of us even at large research-intensive institutions.
  • If higher education is to break free of the ossified practices of the past, we must find ways to transfer risk acceptance into the faculty domain—that is, to enable faculty to accept risk. Such a transformation is beyond the ability of the IT department alone—it will require our campus officials, faculty senates, registrars, and research and compliance officers working together to deeply understand both the risks and the benefits
Tonya Thomas

New Learning Institute - 0 views

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    "The New Learning Institute delivers engaging, personalized, project-based digital media programs to young people and educators. We work in classrooms, after-school centers, museums, and cultural institutions, or wherever learning takes place. Using the latest mobile technologies and digital media practices and tools, we help young people explore their interests, direct their own learning, and better prepare themselves for living and working in the 21st century."
webExplorations

Disrupting College - 3 views

  • Using online learning in a new business model focused exclusively on teaching and learning, not research—and focused on highly structured programs targeted at preparation for careers—has meanwhile given several organizations a significant cost advantage and allowed them to grow rapidly.
  • Using online learning in a new business model focused exclusively on teaching and learning, not research—and focused on highly structured programs targeted at preparation for careers—has meanwhile given several organizations a significant cost advantage and allowed them to grow rapidly.
  • Using online learning in a new business model focused exclusively on teaching and learning, not research—and focused on highly structured programs targeted at preparation for careers—has meanwhile given several organizations a significant cost advantage and allowed them to grow rapidly.
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  • Recommendations for existing institutions of higher education also emerge from an understanding of disruptive innovation. These colleges and universities should: Apply the correct business model for the task. These institutions have conflated value propositions and business models, which creates significant, unsustainable overhead costs. Drive the disruptive innovation. Some institutions have this opportunity, but to do so, they need to set up an autonomous business model unencumbered by their existing processes and priorities. They can leverage their existing fixed resources in this autonomous model to give themselves a cost advantage over what to this point have been the low-cost disruptive innovators. Develop a strategy of focus. The historical strategy of trying to be great at everything and mimic institutions such as Harvard is not a viable strategy going forward. Frame online learning as a sustaining innovation. Institutions can use this new technology to disrupt the existing classroom model to extend convenience to many more students as well as provide a better learning experience.
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    An article showing how online learning is a disruptive technology. Shining [the challenges of today's higher ed] through the lens of these theories on innovation will provide some insights into how we can move forward and a language that allows people to come together to frame these challenges in ways that will create a much higher chance of success. This report assumes that everyone is adept at online learning. This is not the case and students will have to be trained on how to be effective online learners. Courses will also have to address multiple learning styles and not just the read/write that most online courses currently are programmed for. Despite this missing piece, this is a very important article that focuses on some very key issues of our current higher ed system. The recommendations at the end of the article for policy makers are very apt. Highly recommended reading!
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    Are high schools preparing students for success in college and careers when what we do is so very different from what they will experience when they leave our little boxes?
Marc Patton

B.I.C.A. - 27 views

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    Behavioral Institute for Children and Adolescents has been promoting improved services for troubled children and youth since 1982. The Institute provides a wide variety of supporting services to professionals and parents who work with children with emotional and behavioral challenges.
Marc Patton

The Higher Learning Commission - Home - 6 views

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    The Higher Learning Commission (HLC) is an independent corporation and one of two commission members of the North Central Association of Colleges and Schools (NCA), which is one of six regional institutional accreditors in the United States. The Higher Learning Commission accredits degree-granting post-secondary educational institutions in the North Central region.
Jeff Andersen

Colleges Using Athletics to Boost Profile - Athletic Business - 1 views

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    For many students, the college experience includes game days watching athletes wearing the school colors take the field or court. But in today's environment of rising costs, soaring student debt and declining enrollment, college and university leaders are sometimes finding they have to explain the need for what has become an "arms race" among athletic departments. The argument might be made that much of the money that is required to keep college athletic teams going comes from ticket sales and outside sources such as alumni contributions. The other side of that coin is that some of the cost is borne by students, even those with no interest in sports. In the case of private institutions, it is up to school officials to decide whether the expense is worthwhile. The public has an obvious and greater role in the determination of the role and funding of sports in state institutions.
Steven Young

Demography and the Future of Secularism - Boston.com - 1 views

    • Steven Young
       
      The American Enterprise Institute is one of the leading conservative think tanks. The AEI, and the conservative movement in general, have an interest in a more religious population, since religious voters are more likely to vote Republican and for conservative parties elsewhere in the world. Therefore, one needs to skeptical of research emanating from a think tank with a strong ideological bias; especially when that research serves the interests of the institution.
  • Across the world, "population change is reversing secularism and shifting the center of gravity of entire societies in a conservative religious direction." The same will be true here in the United States, where religious families have more children than non-religious ones.
  • It's easy to underestimate the role that population change can have in social change, Kaufmann says, but it can have a huge role, especially when differences in values drive differences in fertility
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  • -- demographer
  • Americans and Europeans
  • Americans and European
  • the fringe of ultra-Orthodox pupils in Israel's Jewish primary schools in 1960 has ballooned: they now comprise a third of the Jewish first grade class. They are gaining power: in Jerusalem, Haredim rioted in late December, demanding the right to segregate women on buses, and have already elected the city's first Haredi mayor.
  • the ultra-Orthodox may form a majority of observant American and British Jews by 2050
  • In the United States, Republicans have a similar values-driven fertility advantage -- an advantage, Kaufmann argues, which will outweigh the Democratic advantage of increased immigration, in part because many immigrants are conservative on social issues and maximalist in their family planning.
  • "In Seattle, there are nearly 45 percent more dogs than children. In Salt Lake City, there are nearly 19 percent more kids than dogs.”
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    Summary of article from the American Enterprise Institute journal, "The American", that claims that future of the U.S. is more religious than secular due to the large family size of religious fundamentalists.
Roland Gesthuizen

Institute of the Modern Learner - 21 views

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    "The Institute has been established with the goal of re-engaging those who have become discouraged with the system and we are in desperate need of more Thinkers. We want you to apply because of your expertise in the field of Modern Learning, an area of study that has been too often neglected in our time."
Nancy Boyle

Innosight Institute - 26 views

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    Innosight Institute from High Tech High thoughts on innovations, reform, and lots of other considerations on education- online and in-class
Rich Robles

News: The 'Prior Learning' Edge - Inside Higher Ed - 15 views

  • An examination of the educational records of more than 62,000 adult undergraduates at 48 colleges finds that students who had sought and been awarded academic credit by their institutions for "prior learning" earned in the military, corporate training and other non-classroom settings were more than twice as likely to graduate, and to persist even if they did not graduate, than were their peers who had not earned such credit.
  • “CAEL’s research confirms that prior-learning assessment can help adults move faster toward their associate’s and baccalaureate degrees. We need to see more institutions offering this option and more adults participating in it.”
  • The concept of "prior learning assessment" is decades old, and it has grown to include multiple types of mechanisms for measuring knowledge and skills that students have accumulated through various types of formal and less formal formats, such corporate training, work experience, and independent study. The most common types of assessments include standardized exams developed by the College Board (the College Level Examination Program exams and Advanced Placement exams), the American Council of Education's guides for recognizing credit for instructional programs offered in the military and by employers, and institutional reviews of individualized student portfolios.
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  • credit awarded through prior learning assessments offers an opportunity to entice adults back to college with the prospect that they can build on learning they've already gained and reduce both the time and money they might have to expend to earn a credential.
  • "Do PLA students have higher graduation rates because PLA enhances the self-esteem and motivation of students by showing them that they have already mastered college-level learning? Is it also because PLA students already possess characteristics that are associated with better academic outcomes? What institutional policies are influencing whether and how students are using (or not using) PLA, and whether or not this helps them achieve a shorter time to degree?"
Mariusz Leś

EBSCOhost: Lista wyników: cloud and computing - 33 views

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    On the Clouds: A New Way of Computing. By: Yan Han. Information Technology & Libraries, Jun2010, Vol. 29 Issue 2, p87-92, 6p, 1 Black and White Photograph, 1 Diagram; Abstract: This article introduces cloud computing and discusses the author's experience "on the clouds." The author reviews cloud computing services and providers, then presents his experience of running multiple systems (e.g., integrated library systems, content management systems, and repository software). He evaluates costs, discusses advantages, and addresses some issues about cloud computing. Cloud computing fundamentally changes the ways institutions and companies manage their computing needs. Libraries can take advantage of cloud computing to start an IT project with low cost, to manage computing resources cost-effectively, and to explore new computing possibilities. [ABSTRACT FROM AUTHOR]; (AN 50741403) Tematy: CLOUD computing; COMMUNICATION in learning & scholarship; INTEGRATED library systems (Computer systems); INSTITUTIONAL repositories; LIBRARIES -- Automation; ACADEMIC libraries; INFORMATION technology; EFFECT of technological innovations on Baza danych: Academic Search Complete
Daniel Spielmann

Emergent Learning Model « The Heutagogic Archives - 41 views

  • Self-Organised Learning Environments (SOLE)
    • Daniel Spielmann
       
      What is the difference between SOLEs and PLEs?
  • The Open Context Model of Learning is a way of thinking about the relationships of learning such that a (teacher) develops both a subject understanding as well as an ability in the (learner) to take forward their learning in that subject.
  • What I hoped to do below with the ELM is to show how all learning can be complementary and, given that everyone wants to learn, how we can design learner-responsive resources, institutions and networks.
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  • three part structure of ELM
  • in our free time outside of institutions
  • comes from our own interests
  • interests of individuals
  • ocial process of learning
  • designs the pre-condition for social processes to emerge, which is the essence of informal learning
  • Informal Learning is the social processes that support self-organised learning in any context
  • structured learning opportunities without formal learning outcomes’
  • identified a process of resource creation that responded to learners interests
  • n adaptive model of resource creation
  • content creation toolkits
  • structuring of learning opportunities through resources
  • as the key process in non-formal learning
  • institutionalisation of processes surrounding learning
  • education as a system, rather than learning as a process
    • Daniel Spielmann
       
      What if they aren't? What's the system's answer to that then?
  • What formal learning, or education, has really become specialised in is maintaining itself as a set of institutions and buildings.
  • Formal learning is the process of administering and quality assuring the accreditation of learning and the qualifications
  • Non-formal learning is structured learning resources without formal learning outcomes.
  • So what ELM aims to do is to replace the notion of learning as being a process of accreditation, that occurs within an institutionally constrained and hierarchical system, with a series of processes that better matches how people actually learn, following interests, collaborating and finding resources.
  • more about meeting the needs and interests of human beings
  • we should start with the social processes of everyday life, and design a system that enables learning to naturally emerge
  • a) education; is a process organized by institutions who offer qualifications based on set texts to be used by learning groups in classes to meet accreditation criteria. Teachers provide resources and broker these educational processes. b) learning; is a process of problem-solving carried out by people individually or collaboratively by finding resources and discussing the emerging issues with trusted intermediaries.
  • People + Resources = Learning
D. S. Koelling

A Perfect Storm in Undergraduate Education, Part I - Advice - The Chronicle of Higher E... - 40 views

  • at least 45 percent of undergraduates demonstrated "no improvement in critical thinking, complex reasoning, and writing skills in the first two years of college, and 36 percent showed no progress in four years."
  • What good does it do to increase the number of students in college if the ones who are already there are not learning much? Would it not make more sense to improve the quality of education before we increase the quantity of students?
  • students in math, science, humanities, and social sciences—rather than those in more directly career-oriented fields—tend to show the most growth in the areas measured by the Collegiate Learning Assessment, the primary tool used in their study. Also, students learn more from professors with high expectations who interact with them outside of the classroom. If you do more reading, writing, and thinking, you tend to get better at those things, particularly if you have a lot of support from your teachers.
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  • Increasingly, undergraduates are not prepared adequately in any academic area but often arrive with strong convictions about their abilities.
  • It has become difficult to give students honest feedback.
  • As the college-age population declines, many tuition-driven institutions struggle to find enough paying customers to balance their budgets. That makes it necessary to recruit even more unprepared students, who then must be retained, shifting the burden for academic success away from the student and on to the teacher.
  • Although a lot of emphasis is placed on research on the tenure track, most faculty members are not on that track and are retained on the basis of what students think of them.
  • Students gravitate to lenient professors and to courses that are reputedly easy, particularly in general education.
  • It is impossible to maintain high expectations for long unless everyone holds the line in all comparable courses—and we face strong incentives not to do that.
  • Formerly, full-time, tenured faculty members with terminal degrees and long-term ties to the institution did most of the teaching. Such faculty members not only were free to grade honestly and teach with conviction but also had a deep understanding of the curriculum, their colleagues, and the institutional mission. Now undergraduate teaching relies primarily on graduate students and transient, part-time instructors on short-term contracts who teach at multiple institutions and whose performance is judged almost entirely by student-satisfaction surveys.
  • Contingent faculty members, who are paid so little, routinely teach course loads that are impossible to sustain without cutting a lot of corners.
  • Many colleges are now so packed with transient teachers, and multitasking faculty-administrators, that it is impossible to maintain some kind of logical development in the sequencing of courses.
  • Students may be enjoying high self-esteem, but college teachers seem to be suffering from a lack of self-confidence.
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    So many issues here to deal with. Good read.
Maureen Greenbaum

These 10 trends are shaping the future of education | Education Dive - 74 views

  • e demands for innovation probably won't create an all-new landscape, the resulting product of ongoing changes is likely to be unrecognizable compared to that of the last several decades.
  • alternative credentialing and changing demographics to testing concerns and the rise of STEM
  • America's 629 public four-year institutions, 1,845 private four-year institutions, 1,070 public two-year institutions, and 596 private two-year institutions will soon be competing over a smaller pipeline of potential incoming students. 
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  •  expect to see a number of for-profits make the transition to nonprofit or benefit corporation
  • 5. Open educational resources gaining popularity as textbook prices rise
  • Digital textbooks have solved some of those issues to an extent, carrying a lower price point on average and being capable of receiving updated content. But many in higher ed and K-12 are looking beyond the traditional-textbook-
  • 15 Virginia community colleges are using OER to pilot a "zero textbook cost" program that is expected to save 50,000 students $5 million in its first year.
Jeff Andersen

EdX launches nine low-cost online degrees - 12 views

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    Online learning provider edX this week took a big step into the online degree space by announcing plans to launch nine low-cost, large-scale, fully online master's programs from selective institutions. The nonprofit company, one of the early providers of massive open online courses, or MOOCs, will offer the degrees from seven universities: the Georgia Institute of Technology; the University of Texas at Austin; Indiana University; the University of California, San Diego; Arizona State University and two Australian universities -- the University of Queensland and Curtin University.
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