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- W122134145 abstract "In higher education, the level of interest and enthusiasm for infusing information technology (IT) into the teaching and learning process is notable. For most institutions, however, new technologies represent a black hole of additional expense as students, parents, and faculty alike demand access to each new generation of equipment and software. Most campuses have bolted new technologies onto a fixed plant, a fixed faculty, and a fixed notion of classroom instruction. Under these circumstances, technology becomes part of the problem of cost containment rather than part of the solution. By and large, colleges and universities have not yet begun to realize technology’s promise to generate a return on IT investments by reducing the cost of instruction. Making use of new technologies to reduce the cost of instruction requires a fundamental shift in thinking. It requires challenging the primary assumption of the current instructional model: that the only way to achieve effective student learning is for faculty members to meet with groups of students at regularly scheduled times and places. Rather than focus on how to provide more effective and efficient teaching, colleges and universities must focus on how to produce more effective and efficient student learning. Faculty are only one of many resources that are important to student learning. Once learning becomes the central focus, the important question is how best to use all available resources—including faculty time and BY CAROL A. TWIGG P reruisites to Lage-S cale C orse R eesig n" @default.
- W122134145 created "2016-06-24" @default.
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- W122134145 date "2000-01-01" @default.
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- W122134145 title "Institutional Readiness Criteria" @default.
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