Distance education

Online Education's Great Unknowns


Distance learning has broken into the mainstream of higher education. But at the campus level, many colleges still know precious little about how best to organize online programs, whether those programs are profitable, and how they compare to face-to-face instruction in terms of quality.

That is what Kenneth C. Green, director of the Campus Computing Project, concludes in a study released today in conjunction with the Western Cooperative for Educational Telecommunications.

Online and in Exile

In the first case of its kind, Maryland has barred an online degree program due to its similarity to a classroom-based program at a historically black university.

E-Learning's 'Third Phase'


Though Blackboard's critics have worried the company might monopolize the market for e-learning tools, competition continues to surface -- notably from companies that once were more focused on the administrative side of campus computing.

The New Diagnostics

Some colleges are using learning technology to predict which students will succeed in various courses, who might need help, and who might need to reconsider enrolling.

In Search of the Big Idea

In a day of soul searching at TIAA-CREF's higher ed conference, college leaders wrestle with what lies ahead. A mix of optimism and fear ensues.

Learning From Online

Can learning how to teach online make professors better teachers in the classroom?

Hybrid Education 2.0

Researchers at Carnegie Mellon have developed an online learning environment that could make lecture halls -- if not professors -- obsolete.

Sign of the Times

After years of offering non-credit courses online, New York Times Company and selected colleges will jointly award certificates in credit, distance education certificate programs.

A Historic Union?

The National Labor College joins forces with a huge for-profit company to build the biggest online university ever.

Labor College's Deal Questioned

At many faculty gatherings these days, one hears quips and complaints about for-profit higher education. Professors who value what they consider essential and eroding traditions -- a significant tenure-track faculty and the centrality of the liberal arts, for example -- resent the adjunct-heavy, career-education dominant model of higher education that is widely used in for-profit higher ed. As a result, many faculty advocates are skeptical not only about for-profit higher education, but about the growing number of alliances between nonprofit colleges and for-profit colleges.


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