Georgia Tech, having enrolled thousands of students in its well-regarded online master's degree program in computer science, expands its experiments with low-cost online education for undergraduates.

Paper finds growth of fully online degree programs led to increased spending and falling enrollments at some place-based colleges, but had little impact on tuition rates.

High school students will soon be able to earn college credit from Oberlin College for instruction neither delivered by the institution nor taught by its faculty members.

U of Vermont's College of Medicine announces it will get rid of lecture courses and completely reshape the faculty role -- a first for a traditional medical school.

Data show that students who earn C's in foundational courses are much less likely to graduate. As a result, U of Arizona may require some C students to repeat a course.

MOOC-based master's degree initiative expands to more than a dozen universities. Will learners opt to enroll or settle for a certificate?

While most faculty members are still unaware of open educational resources, use in introductory courses nearly rivals that of traditional textbooks, study finds.

The hype has some colleges wondering if now is the right time to jump in. High costs and development issues suggest the technology is still years away from making a difference.

Major study of adaptive learning finds inconclusive results about its ability to improve outcomes and lower costs, but use at two-year colleges and in remedial courses shows potential.

Hard data on which students are failing to use learning management software can help colleges intervene to boost retention rates.