most students at their schools will be enrolled in at least some online classes within the next 10years.
The debate about the urgency for change and the pace of change on campus was highlighted inrecent we
eks at the University of Virginia. The school’s governing body, the Board of Visitors
,voted to oust school President Teresa Sullivan, arguing that she was not pursuing change quicklyenough. After a faculty, student, and alumni uproar, the Board reversed course and reinstatedher. Still, the school announced within a week of her return that it was joining Coursera
aprivately held, online instructional delivery firm. That meant it would join numerous other eliteresearch institutions, including Duke University, Johns Hopkins University, Princeton University,Stanford University, the University of Pennsylvania, and others as part of
As of mid-
massively open online courses (MOOCs) were providedfree to its students
enabling unfettered, global access for millions to engage with some of the
country’s most prestigious
Other start-ups such as MITx, 2tor, and Udacity areattracting similarly staggering, six-figure student enrollments.
Experimentation and innovation are proliferating. Some colleges are delving into hybrid learningenvironments, which employ online and offline instruction and interaction with professors.Others are channeling efforts into advanced teleconferencing and distance learning platforms
with streaming video and asynchronous discussion boards
to heighten engagement online.Even as all this change occurs, there are those who argue that the core concept and method of universities will not radically change. They argue that mostly unfulfilled predictions of significantimprovement in the effectiveness and wider distribution of education accompany every majornew communication technology. In the early days of their evolution, radio, television, personalcomputers
and even the telephone
were all predicted to be likely to revolutionize formaleducation. Nevertheless, the standardized knowledge-transmission model is primarily the sametoday as it was when students started gathering at the University of Bologna in 1088.Imagine where we might be in 2020.
The Pew Research Center’s Internet & American LifeProject and Elon University’s Imagining the Internet Center asked digital stakeholders to weigh
two scenarios for 2020. One posited substantial change and the other projected only modestchange in higher education. Some 1,021 experts and stakeholders responded.39% agreed with a scenario that articulated modest change by the end of the decade:
In 2020, higher education will not be much different from the way it is today. While people will be accessing more resources in classrooms through the use of large screens,teleconferencing, and personal wireless smart devices, most universities will mostly require in-person, on-campus attendance of students most of the time at courses featuring a lot of traditional lectures. Most universities' assessment of learning and their requirements for graduation will be about the same as they are now.