Students who don't come to campus deserve a discount, writes Randy Best.
We need a new instructional model to replace the lecture-only format, but let’s not simply replace one rigid approach with another, Pamela Barnett argues. Rhetoric matters.
Justin D. Martin considers why faculty members are dubious of some new forms of online instruction.
Karen Symms Gallagher has experience in online education. She took a MOOC and wonders what all the excitement is about.
Is all the talk about "innovation" masking anxiety about how higher education might be reshaped? Peter Stokes asks.
The growth in the number of professors teaching fully or mostly online gives community college students far fewer opportunities to interact with possible advisers and mentors, writes Keith Kroll.
A worthy concept has been degraded and is not nearly as open or online or oriented on educational goals as were its first iterations, writes Kevin Bell.
Forget MOOCs. The true challenge to higher ed will come from models that use cognitive science and technology to remove faculty members from the center of the learning process, writes Richard Holmgren.
With apologies to Henry Wadsworth Longfellow, Sherman Dorn considers the hype over massive open online courses.