Beyond Hype and Backlash: Innovation, Technology, and the Future of Higher Education

Autor/in	Marcy, Mary B.
Titel	Beyond Hype and Backlash: Innovation, Technology, and the Future of Higher Education
Quelle	In: Change: The Magazine of Higher Learning, 46 (2014) 5, S.57-59 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-1383
DOI	10.1080/00091383.2014.941773
Schlagwörter	Higher Education; Technological Advancement; Online Courses; Large Group Instruction; Educational Quality; Costs; Access to Education; Educational Objectives; Institutional Mission; Technology Integration; Best Practices; College Instruction; College Faculty; Expertise; Introductory Courses; Academic Achievement; Equal Education; Achievement Gap + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Technological development; Technologische Entwicklung; Online course; Online-Kurs; Quality of education; Bildungsqualität; Cost; Kosten; Education; Access; Bildung; Zugang; Bildungszugang; Educational objective; Bildungsziel; Erziehungsziel; Hochschullehre; Fakultät; Expert appraisal; Einführungskurs; Schulleistung
Abstract	The pace of technological innovation is affecting nearly every organization in the world. Unfortunately, much of the recent conversation about the uses of technology in higher education has become derailed by the intense promotion of, and equally intense reaction against, the development of massive open online courses (MOOCs). Some of the questions we have been distracted from considering include whether technology will help us address problems of access and cost, whether sophisticated learning systems will enhance or detract from student learning, and whether the adoption of technology in and outside of the classroom will fundamentally alter the shape of institutions and change the nature of faculty and staff work life. This intensity of opinion about the MOOCs has been due in part to their attempt to offer a fresh response to problems of significant concern for higher education: cost, access, and quality. These issues will not go away. It is therefore incumbent on campuses to look beyond this single approach and consider the myriad ways in which technology might influence these central concerns. The author suggests that in doing so, three key questions should be considered, and offers four frames through which those questions might be viewed. The questions are: (1) How do we preserve our core mission while responding to the opportunities and challenges of technology?; (2) Can we more effectively integrate technology with best practices in teaching and learning to enhance student success?; and (3) Can technology be used to redesign or replace common introductory courses in a way that utilizes faculty expertise and increases student learning? These questions are a fundamental starting point, and each must be answered by applying four frames: quality, equity, faculty and staff work, and cost. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10