Will this mash-up of online and offline learning become the new normal elsewhere, too?

The Chronicle spent three days trailing Ms. Black, Mr. Harrison, and Ms. Hatten to get a closer look at how that shift is changing the student experience

There isn't much downtime in her schedule. The hybrid class she has next—a fast-growing style here—helps her pull off that packed course load.

Online education promises the ability to bend space and time. Get your education anywhere! Take college courses in your pajamas! Become educated while drinking at a karaoke bar! But it can't deliver on such promises, because although it can bend space, online education cannot bend time.

The main thing that, in the end, had to go was interactivity, because it required both space and time.

A 2007 survey of more than 10,000 faculty members at 69 public colleges and universities found that more than two-thirds of professors thought online learning was inferior or somewhat inferior to face-to-face instruction.

"We help them understand that it's a classroom, not a Web site."

Sloan study found that about 55 percent of probationary, tenure-track faculty members felt they were unlikely to receive adequate recognition for their online work at tenure and promotion time.

while for-profit institutions such as Capella and Kaplan Universities and the University of Phoenix educate hundreds of thousands of students online, their officials report that the average enrollment per course ranges from only nine to 18

at Phoenix, as reported for August of this year, 470,800 students were being served by over 33,000 faculty members, for a student-faculty ratio of just over 14 to 1

focus on what a student is expected to know

(70.3 percent) of the survey participants agree/strongly agree that “mobile [LMS] apps are an important part of our campus plan to enhance instructional resources and campus services.”

(60.5 percent) of the survey participants agree/strongly agree that “lecture capture is an important part of our campus plan for developing and delivering instructional content.”

(86.5 percent) agree or strongly agree that “eBook content will be an important source for instructional resources in five years,”

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The institutions whose notebook initiatives have proved to be the most enduring “have a clear and compelling curricular vision” for the role of computers inside and outside the classroom