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if credits were to someday be awarded for these courses — or if significant numbers of employers were to start accepting these badges as a means into the workforce — higher education could be quickly and significantly altered

the tipping point has arrived where the university must seriously examine its current enterprise and rethink what kind of educational experience it wants to offer in the decades to come

We really need to start thinking differently about what we do and how we support that

until recently there was little pressure — either from outside the institution or from within — to significantly change

"flipping" the classroom, a technique in which students generally amass information outside of class by taking in recorded lectures or reading. And when students are in class, they work with professors, teaching assistants and peers on solving problems or other forms of homework.

"Big breakthroughs happen when what is suddenly possible meets what is desperately necessary.

The plan now is to accelerate this process by moving 75 percent of engineering's core courses to a blended learning model over the next five years

"It's not for everything," Moses says of making use of online tools. "But it's for an awful lot."

instruction combining both online and face-to-face elements was even more successful.

I'm a coach in the midst as opposed to the sage on the stage."

implemented by Stanford last year to host free online classes for more than 350,000 enrollees from nearly every corner of the globe

The courses feature online lectures broken down into concepts and delivered in 10- to 15-minute snippets. Those who sign up can take frequent, interactive quizzes to help increase retention of material and track progress. Exercises are graded automatically to give instant feedback. And although there is no one-on-one interaction with professors, students can connect with others in the class by posting questions and comments online, and having others vote on how helpful the comments are.