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The survey queried 1,500 students who said they were prospects for fully online programs within the next year or were currently enrolled in or recently graduated from online programs.

The researchers recommended to institutions that a "cost-effective strategy" for serving that segment of the student population is "to package three to five existing programs into a certificate" offering specific job knowledge or skills.

The largest level of interest was in business studies, whether at the undergraduate or graduate level (26 percent and 30 percent of students designated that as their majors, respectively). On the undergrad side, computers and information technology vied with arts and humanities as the second most popular programs (15 percent apiece)

In a series of experiments at Princeton University and the University of California, Los Angeles, students were randomly assigned either laptops or pen and paper for note-taking at a lecture. Those who had used laptops had substantially worse understanding of the lecture, as measured by a standardized test, than those who did not.

Indeed, the notes of the laptop users more closely resembled transcripts than lecture summaries. The handwritten versions were more succinct but included the salient issues discussed in the lecture.

But what is really interesting is that the learning of students seated near the laptop users was also negatively affected.

A laptop can sometimes be a form of visual pollution: T

Students with learning disabilities may use electronics in order to participate in class. This does reveal that any student using electronics has a learning disability. That is a loss of privacy for those students, which also occurs when they are given more time to complete a test. Those negatives must be weighed against the learning losses of other students when laptops are used in class.

Even better, outside class, students can read their own handwritten notes and type them, if they like, a process that enhances learning.

The survey also highlights lecture capture[1] as a major growth area, which may well be due to the growing availability of affordable, ‘one-click’ lecture capture software that runs on any Windows compute

Other findings of note include: Teaching skills by recording students practicing in class is up from 33% last year to 54% in 2017, perhaps a reflection of the growing demand for video-based training and playback for courses such as nursing and veterinary science.Flipped classrooms are growing in popularity after the initial hype, with 53% now using this approach, up from 45% a year ago.Almost half (45%) are using mobile apps to let students watch video on the go, with a further 48% keen to follow their lead.

Respondents included educators, instructional designers, IT professionals, digital media professionals, senior administrators and students from around the globe, with 81% drawn from higher education and 11% from K-12 (primary/secondary

A vast quantity of information is now widely available online. With more than 4.7bn web pages to choose from, hundreds of new videos uploaded to YouTube every minute of the day, a wide choice of social networks and millions of apps to download, access to information, experts and tools has never been easier. Much of this information is streamed directly to your pocket 24/7 thanks to the mobile phone. Finding relevant and accurate information is far less simple. Nowadays, the challenge is finding the right information at the right time. Professors have to enhance their students’ skills around the critical analysis of online content, tools and expertise.  The student demographic is also evolving, with so-called ‘digital natives’ proliferating within Business Schools, but there is a tremendous need for all employees to become lifelong learners.

Moreover, e-learning platforms are evolving into adaptive learning platforms so that content can be adapted automatically, thanks to algorithms and data, which can set the pace of the learning to suit the abilities and preferences of the learners. This could be the end of the ‘one-best-way’ approach to higher education. In short, it is impossible for us to continue teaching in the way we have done for decades

VR is a great tool for enhancing the learning experience.

With this technology, we aim to achieve three key improvements around learning:  1. Faster learning: the use of VR speeds up the learning process. Students are more engaged and involved in the case studies, and this means that they pick up the marketing concepts linked to the business case more quickly. 2. More memorable learning: students are likely to be positively influenced by this innovative and novel style of teaching. Its effects will therefore last longer and they stand to remember key concepts more clearly. 3. More complete learning: students experience the world in its full complexity and in a ‘natural non-linear’ way: they enhance their critical-thinking skills and creativity, thanks to shorter feedback loops around the experience itself during class.

At NEOMA, we are lucky to have faculty rules that recognise the value of innovation in teaching. Without such rules, innovation would be unlikely to take root.

Peter Drucker: ‘The greatest danger in times of turbulence is not the turbulence; it is to act with yesterday’s logic.’ Don’t be afraid of the turbulence, go forth and transform. 

Alain Goudey is Chief Digital Officer and Professor of Marketing at NEOMA Business School in France

your brain can process these visuals 60,000 times faster than text.

Studies show that viewers retain 95% of a video’s message compared to 10% when reading text.

Also, according to Hubspot, 80% of customers remember a video they viewed in the past month

Most people need visual aids to learn, and 65% of people consider themselves to be visual learners. Videos accommodate this learning style and help people retain information better than they would a large wall of text.