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"As the online education market has matured, however, there has been a growing pushback against revenue-sharing as the only model available. Thus there is an emerging unbundled fee-for-service OPM model, in which the companies offer the same services, or some subset, for the market price of those services. The institution pays for the services used, mostly independent of the amount of tuition revenue coming into the online program. This category leads to the program, or institution, to take the up-front financial risk but not have to sign contracts sending ~40 - 60% of the tuition revenue to the vendor. Fewer strings attached but more responsibilities and risks for the school."

"This means anyone can create and organize a class on the platform, which allows educators to set up and manage course, including both in person and online remote education courses. Classroom is available across platforms, since it's web-based, and it's pretty easy to get set up and started with, so this should be a big boon for private educational organizations, independent skills coaches, hobby instructors and many more."

"The effective implementation and use of adaptive learning systems requires a broad, more inclusive conversation among institutions, vendors, and other stakeholders to realize the benefits of next-generation personalized learning."

"Concealing one's true identity online has made it possible for free speech to break through the physical barriers enforced by governments and dictatorships across the world, as we have seen recently in places like Libya, Egypt and Iran. "

"Prices for a "tutor" vary. Boostmygrades.com advertises a $695 rate for graduate classes, $495 for an algebra class, or $95 for an essay. When Inside Higher Ed, posing as a potential customer, asked for a quote for an introductory microeconomics class offered by Penn State World Campus, noneedtostudy.com offered to complete the entire course for $900, with payment upon completion, and onlineclasshelpers.com asked for $775, paid up front. Most sites promise at least a B in the course."

"Designing a course that precludes cheating might require thinking creatively and breaking away from simply uploading lecture videos and administering quizzes, said Kyle Johnson, an independent higher ed consultant. "What kind of experience are we providing for students if someone is able to take an entire class for a student and we never figure it out from the interaction? At a pedagogical level, that's my concern," he said. "Are we really just dumping information at them so someone can come in and take a couple of quizzes and they're done?""

At Monday's meeting, Harker will discuss his vision in an address titled, "University of Delaware and the Future of Higher Education." Faculty will also be able to ask questions and share concerns. "One of my responsibilities as president is to anticipate the opportunities and threats facing us and higher education, with an eye toward continuing UD's role as an outstanding university," Harker wrote. "The University of Delaware has already made incredible progress. But we still have much work to do."