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this year's survey results point to technology as a way to increase students' participation in class and to more efficiently complete assigned work or digest course materials. Students identified other ways to improve their learning experience, including: 61% of students said that homework that is more interactive, containing elements such as video, would improve learning 48% of students said their learning would be enhanced by technology that helps them collaborate digitally with students from their class, or from other schools 61% cited the ability to exchange instant feedback with professors as something that would improve learning 55% said digital learning that personalizes their learning experience (i.e. gives teachers the ability to track student progress in real-time) would be useful

As for the actual devices students use for their studies, laptop ownership remains steady at 90% of survey respondents for 2014 and 91% for 2015, while students owning smartphones and those owning iPads or tablets both increased by 7 percentage points in 2015 vs. the previous year. The number of surveyed students owning smartphones increased from 83% in 2014 to 90% in 2015 and tablet ownership increased from 43% in 2014 to 50% in 2015.

Students' expectation for access to technology in higher education continues to increase, as does the overall cost of receiving a college degree. Accordingly, the financial burden of tuition continues to be a major concern among college students, with 81% of those surveyed agreeing that over the next 10 years, fewer students will go to college because it is too expensive. For those who do pursue a degree, the cost of doing so is a long-term commitment: 54% of students surveyed this year are worried they won't be able to pay off their college loans before they are 50, in contrast to 44% of students who responded similarly to this statement in 2014

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Tentatively dubbed the University Learning Store, the project is a joint effort involving the Georgia Institute of Technology, Northwestern University, the University of Washington, the University of California’s Davis, Irvine and Los Angeles campuses, and the University of Wisconsin Extension.

Revista científica trimestral, bilingüe en español e

Decidida vocación internacional y latinoamericana en sus temáticas, lectores y autores.

Especializada en educomunicación: comunicación y educación, TIC, audiencias, nuevos lenguajes…; monográficos especializados en temas de máxima actualidad.

MOOC platform providers are also “discovering” that students want to pay for credentials and not learning experiences. This means that many of those companies are tying their fortunes to the issuing of certificates and badge-like credentials. This business model will succeed as long as MOOCs are a tiny fraction of their partner university’s offerings but will run into significant headwinds once adoption grows and they compete more directly with the core institutional financial models.

“scalable educational experiences.”

bally connected and mixed-modality learning communities can be enhanced and accelerated by MOOC platforms and, more importantly, new thinking. Such possibilities more accurately reflect the thinking of the earliest MOOC pioneers, George Siemens and Steven Downes. These new possibilities will take advantage of the best of what we can do in physical and virtual spaces. Expect to see new learning genres and expanded access to the deep knowledge generated by our great universities.