Rather than shun technologies hyped by companies with grand promises, faculty members should force vendors to explain how the tools will help professors teach and students learn, Michael Feldstein argues.
The increasing availability of data about the learning process can help professors better understand how they can help students, Fred Singer writes.
Lynn U organizes its faculty-created textbook initiative into a digital press. But can a university press survive on Apple's electronic textbooks alone?
We shouldn't mourn the demise of liberal arts colleges, writes Eva Badowska. We should embrace new and evolving forms of liberal education.
Jeff Rice wonders if the public discussion about the offensive comments on the popular app is missing the real significance of what students are communicating.
Randy Best writes that, despite all the hype, the massive course trend may be more faddish than influential.
Students learn something from the way professors respond, even to messages that never should have been sent, writes Danielle DeRise.
It's time for students who leave MOOCs and the professors who teach them to stop apologizing, writes Jeffrey Pomerantz.
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.
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