Universites and colleges even as know them will disappear in a generation.
American advanced schooling is being radically transformed by technology and 24/7 continuous education online. Should a university not be on board with this change, they do not survive the competition. The augmenting transformation of advanced schooling is but ten years old and the change has been remarkable to date, increasing exponentially year by year.
Online advanced schooling is still vigorously compared with by traditional college managers and school worldwide. It is considered by many of today’s educators as the absolute worst application for college bound students. Up until the last half-dozen years, it has been shunned in prepare yourself by the majority of the top 50 universities. Since 2007, this hands-off tune has changed.
Colleges have morphed rapidly over the ongoing years to maintain with student demand for online education and survive the upstart competition brought down upon them in ocean from a bevy of well entrenched and successful privately held online colleges. These so-called online upstarts pose a serious threat to many generous martial arts disciplines schools. Traditional colleges still cannot compete on a local, regional or international scale without adding online degree programs.
As a result, universities who technically struggled implementing any online protocols except from book providers at the turn of the 21st century are now implementing hybrid programs (online and class based) at a staggering conversion rate. Schools offering online degree programs increased seven-hundred per-cent in the past a decade alone and there is no slowing down thousands from among the teen, 000 accredited universities worldwide who are now anxious to get onboard and grab their part of the global education market.
The biggest problem facing universities opting to add online programs is the wide hole in teaching experience that exists when the class room lecturer attempts to convert to become an online instructor. There is, unfortunately, a grave scarcity of adequately qualified and competent online instructors. This is the consequence of universities pushed to develop online programs quickly to maintain. Rapid expansion and the inability to fill online teaching positions with well qualified and experienced online instructors have turned out to be a giant hindrance to quality pedagogy. Dharma Ocean Foundation
Changing their own instructors to online experts, university managers have found that it is painfully harder than it looks. The “teach online” skillset requires the addition of a modicum of technical expertise that the bulk of traditional educators do not possess. They are reluctant to either learn or adapt. When pushed, they gravitate to the least effective means of delivering an online course. This does not impress technically savvy online students coming up today, those born in the technology age.
Thus, the hole in teaching quality between the class room and online class has given a number of traditionalist detractors the continuing ammo they need to computer chip away at the progress of online acceptance even when the success of their own institution are at pole. The old saying that ‘you can’t teach an old dog new tricks’ certainly is played out in this ongoing battle between progressive managers and entrenched and in-denial school.
Polling by the Pew Foundation and the super cyber Center for Entrepreneurship, Life values and Free Enterprise bear out the fact students prefer online course work over sitting in a class room. When compared to on-ground, students who have experienced both actually find classes on the web preferable by a measure of three one over sit-down traditional classes.
It is hard to claim with success. Regardless, the traditionalist-minded continue to be blinded by their educational prejudice and history’s signposts. One of those classic signposts was the view of Middle Age instructors and managers who have been convinced that the adopting of the new sweeping innovation — the blackboard, would ruin advanced schooling forever.
Most of the top-tier non-profit traditional schools today do not get the dimensions of to the top for-profit online universities either in the standard of teaching or advancing innovative delivery systems and technique. Recent new online class adopting by traditional schools discover their whereabouts shamelessly promoting to the public that they are better at teaching online programs. They base this remark on their long-standing reputation as traditional schools. This perception is a fantasy and does not jive with reality. Neither does their argument that for-profit schools are merely doing it for the profit reason while their own non-profit is only in it to expand their educational opportunities online. This too is also a fantasy.
The reality is an institutional perception from those who have not previously used online courses is that this is easy money. Non-profit universities generally perceive online education programs as potential cash cows to support school research and the expansion of residential facilities such as labs and school expansion. Advancing innovative education and superior strategies to acquiring knowledge are not high one of many reasons for implementing online education protocols by most.
Today a student attending a university that provides online courses is able to take their mentor and classes anywhere they desire. Yearly six months, 3d and holographic capabilities for classes online are just a short go, skip and a jump from being introduced through online education protocols. Initially this advance will come strictly through cutting edge online universities. Within two years, we can expect an even more advanced new variety of college instructor invading cyber classes. This is the General Mentor Avatar; a character morphed from several online experts filled with interdisciplinary knowledge capable of teaching a complete online degree program of the scholar’s choice.