Technology upgrades will allow students at George Washington University’s satellite campus in Hampton Roads, VA, to participate in classes held at the school’s main Foggy Bottom campus.
Faculty leadership may not be as strongly felt in competency-based education (CBE) programs as it ought to be. Only 15 percent of CBE faculty and staff members are tenured or on the tenure track and only about one in five (19 percent) participate in shared governance activities.
Zoom Breakout Rooms will allow instructors in video classes as large as 200 students to break into as many as 50 smaller groups.
Colorado State University-Global Campus will launch new online teacher licensure programs in science and math this spring.
Our institutional missions can be extended into the future and supported by the same vision and community values that originated them. But technology change, often spurred on by external markets, may come in waves of extreme and dramatic change.
The American Council on Education has selected several non-accredited education providers to offer courses for its Alternative Credit Project, an initiative designed to help nontraditional students earn college degrees.
For-profit online education provider Udacity and Google today unveiled a new micro-credential program, the Senior Web Developer Nanodegree.
Academic Partnerships has selected 16 faculty members from five universities as the recipients of its latest round of Academic Research Grants.
Through a partnership with open courseware provider Lumen Learning, Northern Virginia Community College's Extended Learning Institute is publishing 24 online college courses designed with 100 percent open educational resources.
Colleges and universities are increasingly relying on adjuncts and part-time faculty members to teach their online courses. A quarter of schools have increased the use of online adjunct instructors by five percent or more; 31 percent have increased their use by up to five percent. Yet often, these instructors don't receive training on how to teach online; the schools lack formal policies for faculty expectations; and faculty are expected to create their own online courses with or without institutional help.