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• W1487266772 abstract "Higher education has faced many challenges in the early 2000s. Downturns in the national economy have often led to increased enrollments in higher education by people who lost their jobs and are looking to retrain for new careers (Carnevale, Jayasundera, & Cheah, 2012). However, the most recent downturn in the national economy saw with it a downturn in funding for higher education. Furthermore, college costs have outpaced inflation since the early 1980s (U.S. Bureau of Labor Statistics, 2010). The increased cost of attendance, especially at publicly funded institutions, has spurred increased scrutiny by politicians and society at large. These groups have called for greater accountability to show that higher education institutions are adding value to our students’ lives. The rise of for‐profit institutions has intensified the call for accountability. Online‐ only programs and universities have seen sharp increases in enrollment. New models of course delivery, such as the MOOC (Massive Open Online Course), have grown in popularity. Sadly, many of these online service delivery models assume that content delivery is the key ingredient driving learning – that providing students with content knowledge is the sole requirement for improving educational outcomes. However, this is farthest from the truth. Student learning is not only measured in quiz scores but in domains that include psychosocial development, interpersonal skills, critical thinking, peer to peer learning, and learning how to be a lifelong learner. While new modes of online course delivery are growing in popularity, offline institutions have started to implement programs such as flipped classrooms in order to more fully engage students. In these classrooms, students use technologies like learning management systems to cover course material outside of class time and use class time to engage in active learning led by the instructor. Again, issues of accountability are in play for flipped classrooms have the potential to improve student retention and therefore to increase profits for educational institutions. In their desire to provide the best learning experience for students, educators have also examined the viability of tablets to promote student learning. Many K‐12 school districts have programs to provide iPads for students, identifying their ease of use and" @default.
• W1487266772 created "2016-06-24" @default.
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• W1487266772 date "2015-03-13" @default.
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• W1487266772 title "The Future of Technology in Education" @default.
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• W1487266772 doi "https://doi.org/10.1002/9781118771952.ch30" @default.
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