A program designed to engage provosts in digital learning has catalyzed efforts on individual campuses and engagement among regional groups of institutions.
Calls to create a discipline around the term risk reinforcing existing problems with how it is used -- and misused -- in higher education, Rolin Moe writes.
As colleges respond to student needs with shorter-term credentials, we should be transparent about what they represent and how they differ from degrees, Scott Greenberg writes.
As the American Bar Association debates its rules governing online learning, Ken Randall asks a more fundamental question: Why should the accreditor limit how law faculties choose to teach?
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