Traditions to Transformations: The Forced Evolution of Higher Education
Patricia L. Rogers, Bemidji State University, United States
AACE Journal Volume 9, Number 1, ISSN 1065-6901 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Considering the need for fiber optics, hardware, technicians, special staff development opportunities and ongoing maintenance, schools must invest far more in technology-enhanced courses than in "traditional" low-technology courses. Since learner achievement is not significantly different between high-tech and low-tech courses, why would higher education institutions fight so hard to secure funding for instructional technology? The answer comes directly from those whose lives are most affected by education: the learners. Learners demand more than a glorified correspondence course or a televised lecture hall, each of which is relatively inexpensive and easy to develop and deploy through existing technologies. This article focuses on the advantages and the necessity of infusing instructional technologies in higher education. The article: (a) explores the assumptions about teaching and learning with technologies, (b) identifies changes and reforms in higher education, from tradition to transformation, and (c) summarizes necessary components for successful transformational higher education-transparent and seamless student services, convenience, individualized instruction, high quality/best-in-class delivery and interactivity.
Rogers, P.L. (2001). Traditions to Transformations: The Forced Evolution of Higher Education. AACE Journal, 9(1), 47-60. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
© 2001 Association for the Advancement of Computing in Education (AACE)
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Valerie Carroll, Robert Legg & David Taylor, Trinity College, University of Dublin, Ireland
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 889–896
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