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If they are to avoid the fate of Eastman Kodak and Swiss watch makers, colleges need to abandon outdated and idiosyncratic policies and practices that don't put student learning front and center, George Boggs argues.

The capability already exists to deliver "smart" content that adapts to help individual students learn best -- but all the technology tools won't work without significant faculty involvement, write John Cavanaugh.

Remember that distance education isn't a singular thing, and that many of the key debates also apply to traditional instruction, writes Joel Shapiro.

Before jumping to conclusions or buying all the hype, it's important to remember that most technological advances involve considerable trial and error, writes Gary S. May.

Megan Fernandes recalls a graduate seminar that was the last class taught by a great scholar who was dying of cancer.

When they talk about what's wrong with higher education, President Obama, reformers and professors are often speaking different languages, writes Johann Neem. Understanding them is key.

It has become almost an article of faith -- driven by No Child Left Behind -- that "teaching to the test" is bad. Not if it is a good test, Jay Phelan and Julia Phelan argue.