Trend No. 3: The business model faces a full-scale transformation — from www2.deloitte.com by Cole Clark, Megan Cluver, and Jeffrey J. Selingo
The traditional business model of higher education is broken as institutions can no longer rely on rising tuition among traditional students as the primary driver of revenue.

Excerpt:

Yet the opportunities for colleges and universities that shift their business model to a more student-centric one, serving the needs of a wider diversity of learners at different stages of their lives and careers, are immense. Politicians and policymakers are looking for solutions to the demographic cliff facing the workforce and the need to upskill and reskill generations of workers in an economy where the half-life of skills is shrinking. This intersection of needs—higher education needs students; the economy needs skilled workers—means that colleges and universities, if they execute on the right set of strategies, could play a critical role in developing the workforce of the future. For many colleges, this shift will require a significant rethinking of mission and structure as many institutions weren’t designed for workforce development and many faculty don’t believe it’s their job to get students a job. But if a set of institutions prove successful on this front, they could in the process improve the public perception of higher education, potentially leading to more political and financial support for growing this evolving business model in the future.

Also see:

Trend No. 2: The value of the degree undergoes further questioning — from www2.deloitte.com by Cole Clark, Megan Cluver, and Jeffrey J. Selingo
The perceived value of higher education has fallen as the skills needed to keep up in a job constantly change and learners have better consumer information on outcomes.

Excerpt:

Higher education has yet to come to grips with the trade-offs that students and their families are increasingly weighing with regard to obtaining a four-year degree.

But the problem facing the vast majority of colleges and universities is that they are no longer perceived to be the best source for the skills employers are seeking. This is especially the case as traditional degrees are increasingly competing with a rising tide of microcredentials, industry-based certificates, and well-paying jobs that don’t require a four-year degree.

Trend No. 1: College enrollment reaches its peak — from www2.deloitte.com by Cole Clark, Megan Cluver, and Jeffrey J. Selingo
Enrollment rates in higher education have been declining in the United States over the years as other countries catch up.

Excerpt:

Higher education in the United States has only known growth for generations. But enrollment of traditional students has been falling for more than a decade, especially among men, putting pressure both on the enrollment pipeline and on the work ecosystem it feeds. Now the sector faces increased headwinds as other countries catch up with the aggregate number of college-educated adults, with China and India expected to surpass the United States as the front runners in educated populations within the next decade or so.

Plus the other trends listed here >>


Also related to higher education, see the following items:


Number of Colleges in Distress Is Up 70% From 2012 — from bloomberg.com by Nic Querolo (behind firewall)
More schools see falling enrollement and tuition revenue | Small private, public colleges most at risk, report show

About 75% of students want to attend college — but far fewer expect to actually go — from highereddive.com by Jeremy Bauer-Wolf

There Is No Going Back: College Students Want a Live, Remote Option for In-Person Classes — from campustechnology.com by Eric Paljug

Excerpt:

Based on a survey of college students over the last three semesters, students understand that remotely attending a lecture via remote synchronous technology is less effective for them than attending in person, but they highly value the flexibility of this option of attending when they need it.

Future Prospects and Considerations for AR and VR in Higher Education Academic Technology — from er.educause.edu by Owen McGrath, Chris Hoffman and Shawna Dark
Imagining how the future might unfold, especially for emerging technologies like AR and VR, can help prepare for what does end up happening.

Black Community College Enrollment is Plummeting. How to Get Those Students Back — from the74million.org by Karen A. Stout & Francesca I. Carpenter
Stout & Carpenter: Schools need a new strategy to bolster access for learners of color who no longer see higher education as a viable pathway

As the Level Up coalition reports ,“the vast majority — 80% — of Black Americans believe that college is unaffordable.” This is not surprising given that Black families have fewer assets to pay for college and, as a result, incur significantly more student loan debt than their white or Latino peers. This is true even at the community college level. Only one-third of Black students are able to earn an associate degree without incurring debt. 

Repairing Gen Ed | Colleges struggle to help students answer the question, ‘Why am I taking this class?’ — from chronicle.com by Beth McMurtrie
Students Are Disoriented by Gen Ed. So Colleges Are Trying to Fix It.

Excerpts:

Less than 30 percent of college graduates are working in a career closely related to their major, and the average worker has 12 jobs in their lifetime. That means, he says, that undergraduates must learn to be nimble and must build transferable skills. Why can’t those skills and ways of thinking be built into general education?

“Anyone paying attention to the nonacademic job market,” he writes, “will know that skills, rather than specific majors, are the predominant currency.”

Micro-credentials Survey. 2023 Trends and Insights. — from holoniq.com
HolonIQ’s 2023 global survey on micro-credentials

3 Keys to Making Microcredentials Valid for Learners, Schools, and Employers — from campustechnology.com by Dave McCool
To give credentials value in the workplace, the learning behind them must be sticky, visible, and scalable.

Positive Partnership: Creating Equity in Gateway Course Success — from insidehighered.com by Ashley Mowreader
The Gardner Institute’s Courses and Curricula in Urban Ecosystems initiative works alongside institutions to improve success in general education courses.

American faith in higher education is declining: one poll — from bryanalexander.org by Bryan Alexander

Excerpt:

The main takeaway is that our view of higher education’s value is souring.  Fewer of us see post-secondary learning as worth the cost, and now a majority think college and university degrees are no longer worth it: “56% of Americans think earning a four-year degree is a bad bet compared with 42% who retain faith in the credential.”

Again, this is all about one question in one poll with a small n. But it points to directions higher ed and its national setting are headed in, and we should think hard about how to respond.


 

2023 EDUCAUSE Horizon Report | Teaching and Learning Edition

2023 EDUCAUSE Horizon Report | Teaching and Learning Edition — from library.educause.edu

Excerpt:

The Future of Teaching and Learning
Artificial intelligence (AI) has taken the world by storm, with new AI-powered tools such as ChatGPT opening up new opportunities in higher education for content creation, communication, and learning, while also raising new concerns about the misuses and overreach of technology. Our shared humanity has also become a key focal point within higher education, as faculty and leaders continue to wrestle with understanding and meeting the diverse needs of students and to find ways of cultivating institutional communities that support student well-being and belonging.

For this year’s teaching and learning Horizon Report, then, our panelists’ discussions oscillated between these seemingly polar ideas: the supplanting of human activity with powerful new technological capabilities, and the need for more humanity at the center of everything we do. This report summarizes the results of those discussions and serves as one vantage point on where our future may be headed.

 

From DSC:
Let’s put together a nationwide campaign that would provide a website — or a series of websites if an agreement can’t be reached amongst the individual states — about learning how to learn. In business, there’s a “direct-to-consumer” approach. Well, we could provide a “direct-to-learner” approach — from cradle to grave. Seeing as how everyone is now required to be a lifelong learner, such a campaign would have enormous benefits to all of the United States. This campaign would be located in airports, subway stations, train stations, on billboards along major highways, in libraries, and in many more locations.

We could focus on things such as:

  • Quizzing yourself / retrieval practice
  • Spaced retrieval
  • Interleaving
  • Elaboration
  • Chunking
  • Cognitive load
  • Learning by doing (active learning)
  • Journaling
  • The growth mindset
  • Metacognition (thinking about one’s thinking)
  • Highlighting doesn’t equal learning
  • There is deeper learning in the struggle
  • …and more.

A learn how to learn campaign covering airports, billboards, subways, train stations, highways, and more

 

A learn how to learn campaign covering airports, billboards, subways, train stations, highways, and more

 

A learn how to learn campaign covering airports, billboards, subways, train stations, highways, and more

 

A learn how to learn campaign covering airports, billboards, subways, train stations, highways, and more


NOTE:
The URL I’m using above doesn’t exist, at least not at the time of this posting.
But I’m proposing that it should exist.


A group of institutions, organizations, and individuals could contribute to this. For example The Learning Scientists, Daniel Willingham, Donald Clark, James Lang, Derek Bruff, The Learning Agency Lab, Robert Talbert, Pooja Agarwal and Patrice Bain, Eva Keffenheim, Benedict Carey, Ken Bain, and many others.

Perhaps there could be:

  • discussion forums to provide for social interaction/learning
  • scheduled/upcoming webinars
  • how to apply the latest evidence-based research in the classroom
  • link(s) to learning-related platforms and/or resources
 

Some example components of a learning ecosystem [Christian]

A learning ecosystem is composed of people, tools, technologies, content, processes, culture, strategies, and any other resource that helps one learn. Learning ecosystems can be at an individual level as well as at an organizational level.

Some example components:

  • Subject Matter Experts (SMEs) such as faculty, staff, teachers, trainers, parents, coaches, directors, and others
  • Fellow employees
  • L&D/Training professionals
  • Managers
  • Instructional Designers
  • Librarians
  • Consultants
  • Types of learning
    • Active learning
    • Adult learning
    • PreK-12 education
    • Training/corporate learning
    • Vocational learning
    • Experiential learning
    • Competency-based learning
    • Self-directed learning (i.e., heutagogy)
    • Mobile learning
    • Online learning
    • Face-to-face-based learning
    • Hybrid/blended learning
    • Hyflex-based learning
    • Game-based learning
    • XR-based learning (AR, MR, and VR)
    • Informal learning
    • Formal learning
    • Lifelong learning
    • Microlearning
    • Personalized/customized learning
    • Play-based learning
  • Cloud-based learning apps
  • Coaching & mentoring
  • Peer feedback
  • Job aids/performance tools and other on-demand content
  • Websites
  • Conferences
  • Professional development
  • Professional organizations
  • Social networking
  • Social media – Twitter, LinkedIn, Facebook/Meta, other
  • Communities of practice
  • Artificial Intelligence (AI) — including ChatGPT, learning agents, learner profiles, 
  • LMS/CMS/Learning Experience Platforms
  • Tutorials
  • Videos — including on YouTube, Vimeo, other
  • Job-aids
  • E-learning-based resources
  • Books, digital textbooks, journals, and manuals
  • Enterprise social networks/tools
  • RSS feeds and blogging
  • Podcasts/vodcasts
  • Videoconferencing/audio-conferencing/virtual meetings
  • Capturing and sharing content
  • Tagging/rating/curating content
  • Decision support tools
  • Getting feedback
  • Webinars
  • In-person workshops
  • Discussion boards/forums
  • Chat/IM
  • VOIP
  • Online-based resources (periodicals, journals, magazines, newspapers, and others)
  • Learning spaces
  • Learning hubs
  • Learning preferences
  • Learning theories
  • Microschools
  • MOOCs
  • Open courseware
  • Portals
  • Wikis
  • Wikipedia
  • Slideshare
  • TED talks
  • …and many more components.

These people, tools, technologies, etc. are constantly morphing — as well as coming and going in and out of our lives.

 

 

Top challenges for L&D leaders in 2023 — from chieflearningofficer.com by Ken Blanchard

Excerpts:

From an HR perspective, survey respondents reported that the biggest challenges they expect as HR and L&D leaders in 2023, in ranked order, are:

  1. Capacity and resources
  2. Turnover and attrition
  3. Improving engagement and experience
  4. Adapting to a hybrid culture

From DSC:
I wonder if many in higher education might respond similarly…? Perhaps some even in the K-12 space as well.

Also see:

This posting from William Kennedy-Long (re: instructional design) out on LinkedIn:

Excerpt (emphasis DSC):

I read Clark Quinn’s outstanding article which I highly recommend reading, entitled Performance Focus For Deeper Learning Design.

Immediately, I was captivated by what it and he had to say, such that I wrote a short piece to follow up on it.

What are on-ramps? Here’s how to build them for all adult learners to reach their academic potential — from chieflearningofficer.com by Michelle Westfort

Excerpt:

This may come as a surprise — adult learners over 25 make up nearly 40 percent of today’s U.S. undergraduate population at colleges and universities. However, these learners often find themselves treated as outliers by institutions designed for traditional students, which leads to poorer learner outcomes and, as a result, barriers to social mobility.

To ensure adult learners can meaningfully participate in your workforce education program, organizations can build on-ramps capable of accommodating all learners.

On-ramps provide employees access to high-quality academic programs, enable them to continue their educational journey toward a degree or certification by meeting them where they are, and hold a key role in paving the way for successful learner outcomes.

Leveraging 2022’s future-forward lessons to improve L&D — from chieflearningofficer.com by Keith Keating

Excerpts:

Top 4 future-forward lessons from 2022:

  1. The world changes rapidly — prepare for it
  2. Anticipate trends, events and the skills you’ll need in the future
  3. Continuously adopt new capabilities and expand your knowledge
  4. Use tech to your advantage
 

2023 Higher Education Trend Watch — from educause.edu

2023 Higher Education Trend Watch

Also see:

2023 Strategic Trends Glossary — from educause.edu

Excerpts:

  • Closer alignment of higher education with workforce needs and skills-based learning
  • Continuation and normalization of hybrid and online learning
  • Continued adoption and normalization of hybrid and remote work arrangements
  • Continued resignation and migration of leaders and staff from higher education institutions
  • Declining public funding for higher education
  • …and more
 
 

2023 Higher Education Trend Watch — from educause.edu

Excerpt:

This report focuses on the workforce, cultural, and technological shifts for ten macro trends emerging in higher education in 2023. Across these three areas of shift, we report the major impacts and steps that institutions are taking in response to each trend. Some trends overlap with the 2022 Higher Education Trend Watch report. However, while some topics and issues remain consistent, significant shifts have occurred across many of the trends for 2023.

 

Innova: A Revolution in Education? — from gettingsmart.com by Chris Terrill

Key Points

  • Innova Schools is designed to rapidly cut through the vast inequities that exist and be a lever for change in Latin America.
  • Innova has the potential to revolutionize education around the globe.

Excerpts (emphasis DSC):

The initial school start-up was funded by Carlos Rodriguez Pastor, a Peruvian businessman. He saw an opportunity to provide high-quality schools in areas where the government struggled to supply essential education services (Peru and Colombia consistently rank near the bottom on the global education survey). He enlisted the famed US design firm IDEO to develop a comprehensive program that would eventually be utilized in multiple countries.

From DSC:
Stop the presses. I love that idea of using IDEO to be involved here. It seems like that is a positive step towards implementing Design Thinking within our learning ecosystems.

In the original model, the founders designed a rigorous, engaging, personalized curriculum, with a heavy emphasis on Project-Based Learning. I wanted to know if and how that is actualized, and how that is enacted across multiple countries in schools thousands of miles apart.

Finally, IDEO’s work included a design for the physical structure of schools to be quickly and economically replicated at each location; how was that design working? The vision for Innova may be one of the most ambitious educational undertakings today. What lessons can I, as an individual educational leader, and we, as a global education community, learn from their work?

The Maker Space and the Gaming Lab demonstrate clearly how digital competency is a central element of their curriculum. I saw highly engaging lessons that were perfectly synced with classroom projects, pursuing a bigger goal of equipping Colombian students to fill the digital labor gap. 

 

How to Stanch Enrollment Loss — from chronicle.com by Jeff Selingo
It’s time to stop pretending the problem will fix itself.

Excerpt:

The latest enrollment numbers from the National Student Clearinghouse Research Center, for the fall of 2022, paint an ominous picture for higher education coming out of the pandemic. Even in what many college leaders have called a “normal” fall on campuses, enrollment was down 1.1 percent across all sectors. And while the drop was smaller than the past two Covid-stricken fall semesters, colleges across every sector still have lost more than a million students since the fall of 2019.

At some point, colleges need to stop blaming the students who sat out the pandemic or the economic factors and social forces buffeting higher education for enrollment losses. Instead, institutions should look at whether the student experience they’re offering and the outcomes they’re promising provide students with a sense of belonging in the classroom and on campus and ultimately a purpose for their education.


The Key Podcast | Ep.91: The Pros and Cons of HyFlex Instruction — from insidehighered.com with Doug Lederman, Enilda Romero-Hall and Alanna Gillis

Excerpt:

During the pandemic, many colleges and universities embraced a form of blended learning called HyFlex, to mixed reviews. Is it likely to be part of colleges’ instructional strategy going forward?

This week’s episode of The Key explores HyFlex, in which students in a classroom learn synchronously alongside a cohort of peers studying remotely. HyFlex moved from a fringe phenomenon to the mainstream during the COVID-19 pandemic, and the experience was imperfect at best, for professors and students alike.

This conversation about the teaching modality features two professors who have both taught in the HyFlex format and done research on its impact.

From DSC:
When I worked for a law school, we had a Weekend Blended Learning Program.  Student evaluations of these courses constantly mentioned that these WBLP-based courses saved many students hundreds of dollars for each particular class that we offered online (i.e., cost savings in flights, hotels, meals, rental cars, parking fees, etc.).

Another thought/idea:

  • What if traditional institutions of higher education were to offer tiered pricing? That is, perhaps students participating remotely could listen in and even audit classes, but pay less.

Colleges should use K-12 performance assessments for course placement, report says — from highereddive.com by Jeremy Bauer-Wolf

Dive Brief:

  • Colleges should use K-12 performance assessments like capstone papers or portfolios for student course placements and advising, according to a recent report.
  • Typical methods of determining students’ placement in early college classes — like standardized tests — don’t fully illustrate their interests and academic potential, according to the report, which was published by postsecondary education access group Complete College America. Conversely, K-12 performance assessments ask students to demonstrate real-world skills, often in a way that ends with a tangible product.
  • The organizations recommend colleges and K-12 schools mesh their processes, such as by mutually developing a high school graduation requirement around performance assessments. This would help strengthen the K-12 school-college relationship and ease students’ transition from high school to college, the report states.

From DSC:
I post this particular item because I like the tighter integration that’s being recommended between K12 and higher education. It seems like better overall learning ecosystems design, design thinking, and on-ramping.

Along these lines, also see:

How Higher Ed Can Help Remedy K-12 Learning Losses — from insidehighered.com by Johanna Alonso
Low national scores have spurred discussion of how K-12 schools can improve student performance. Experts think institutions of higher education can help.

Excerpt:

Now educators at all levels are talking about ways to reverse the declines. Higher education leaders have already added supports for college students who suffered pandemic-related learning losses; many now aim to expand their efforts to help K-12 students who will eventually arrive on their campuses potentially with even more ground to make up.

It’s hard to tell yet what these supports will look like, but some anticipate they will involve strengthening the developmental education infrastructure that already exists for underprepared students. Others believe universities must play a role in the interventions currently ongoing at the K-12 level.


Also see:

CIN EdTech Student Survey | October 2022 — from wgulabs.org

Excerpt:

Our report shares three key takeaways:

  1. Students’ experiences with technology-enabled learning have improved since 2021.
  2. Students want online learning but institutions must overcome perceptions of lower learning quality.
  3. Students feel generally positive about an online-enabled future for higher education, but less so for themselves..

5 things colleges can do to help save the planet from climate change — from highereddive.com by Anthony Knerr
A strategy consultant explores ways colleges can improve sustainability.

Overwhelming demand for online classes is reshaping California’s community colleges — from latimes.com by Debbie Truongs; with thanks to Ray Schroeder out on LinkedIn for this resource

Excerpt:

Gallegos is among the thousands of California community college students who have changed the way they are pursuing higher education by opting for online classes in eye-popping numbers. The demand for virtual classes represents a dramatic shift in how instruction is delivered in one of the nation’s largest systems of public higher education and stands as an unexpected legacy of the pandemic.

Labster Hits Milestone of 300 Virtual Science Lab Simulations — from businesswire.com
Award-winning edtech pioneer adds new STEM titles and extensive product enhancements for interactive courseware for universities, colleges, and high schools

Excerpt:

Labster provides educators with the ability to digitally explore and enhance their science offerings and supplement their in-classroom activities. Labster virtual simulations in fields such as biology, biochemistry, genetics, biotechnology, chemistry, and physics are especially useful for pre- and post-lab assignments, so science department leads can fully optimize the time students spend on-site in high-demand physical laboratories.

AAA partners with universities to develop tech talent — from ciodive.com by Lindsey Wilkinson
Through tech internships and for-credit opportunities, the auto club established a talent pipeline that has led to new feature development.

5 enrollment trends to keep an eye on for fall 2022 — from highereddive.com by Natalie Schwartz
Although undergraduate and graduate enrollment are both down, some types of institutions saw notable increases, including HBCUs and online colleges.

 

What researchers learned about online higher education during the pandemic — from hechingerreport.org by Jon Marcus
Its massive expansion created a worldwide laboratory to finally assess how well it works

Excerpts:

Now the results of this experiment are starting to come in. They suggest that online higher education may work better than pre-pandemic research showed, and that it is evolving decisively toward a combination of in-person and online, or “blended,” classes.

“Initially when we were doing that research it was always on the class or the course level and very rarely were you able to see how online education worked across programs and across institutions,” never mind across the world, said Michael Brown, assistant professor of higher education and student affairs at the Iowa State University School of Education.

By last year, more than half of all faculty said they “agreed” or “strongly agreed” that they wanted to combine online with face-to-face instruction, a Bay View Analytics survey found. A Harvard University task force found that 82 percent of faculty there were interested in adding digital tools they adopted while teaching remotely to their in-person classes.

“It’s going to take years for us to really be able to see, out of the things coming out of the pandemic, what works well, what works well in some settings and what works well for some students and not for others,” Hart said.


Also from hechingerreport.org by Jon Marcus, see:


 

Digital Learning Definitions — from wcet.wiche.edu

Excerpt:

Higher education uses many variations of terms to describe slightly different digital learning modalities,  such as: “in-person,” “online,” “hybrid,” “hyflex,” “synchronous,” “asynchronous,” and many more. These variations have long confused students, faculty, administrators, and the general public,

WCET has worked on this issue in the past, and continues to advocate for simple, easy to understand terms that can bring consistent agreement to the use of these phrases. The WCET Steering Committee has made it a priority to attack this issue.

In 2022, WCET sponsored and led a partnership with Bay View Analytics and the Canadian Digital Learning Research Association to conduct a survey to explore the use of the terms by higher education professionals. The Online Learning Consortium (OLC), Quality Matters (QM), and the University Professional and Continuing Education Association (UPCEA) assisted with survey participation and promotion. The works published below highlight the findings of the study.

Also relevant/see:

 

Course Awareness in HyFlex: Managing unequal participation numbers — from hyflexlearning.org by Candice Freeman

Excerpt:

How do you teach a HyFlex course when the number of students in various participation modes is very unequal? How do you teach one student in a mode – often in the classroom? Conversely, you could ask how do you teach 50 asynchronous students with very few in the synchronous mode(s)? Answers will vary greatly depending from teacher to teacher. This article suggests a strategy called Course Awareness, a mindfulness technique designed to help teachers envision each learner as being in the instructor’s presence and engaged in the instruction regardless of participation (or attendance) mode choice.

Teaching HyFlex in an active learning classroom

From DSC:
I had understood the hyflex teaching model as addressing both online-based (i.e., virtual/not on-site) and on-site/physically-present students at the same time — and that each student could choose the manner in which they wanted to attend that day’s class. For example, on one day, a student could take the course in room 123 of Anderson Hall. The next time the class meets, that same student could attend from their dorm room.

But this article introduces — at least to me — the idea that we have a third method of participating in the hyflex model — asynchronously (i.e., not at the same time). So rather than making their way to Anderson Hall or attending from their dorm, that same student does not attend at the same time as other students (either virtually or physically). That student will likely check in with a variety of tools to catch up with — and contribute to — the discussions. As the article mentions:

Strategically, you need to employ web-based resources designed to gather real-time information over a specified period of time, capturing all students and not just students engaging live. For example, Mentimeter, PollEverywhere, and Sli.do allow the instructor to pose engaging, interactive questions without limiting engagement time to the instance the question is initially posed. These tools are designed to support both synchronous and asynchronous participation. 

So it will be interesting to see how our learning ecosystems morph in this area. Will there be other new affordances, pedagogies, and tools that take into consideration that the faculty members are addressing synchronous and asynchronous students as well as online and physically present students? Hmmm…more experimentation is needed here, as well as more:

  • Research
  • Instructional design
  • Design thinking
  • Feedback from students and faculty members

Will this type of model work best in the higher education learning ecosystem but not the K-12 learning ecosystem? Will it thrive with employees within the corporate realm? Hmmm…again, time will tell.


And to add another layer to the teaching and learning onion, now let’s talk about multimodal learning. This article, How to support multimodal learningby Monica Burns, mentions that:

Multimodal learning is a teaching concept where using different senses simultaneously helps students interact with content at a deeper level. In the same way we learn through multiple types of media in our own journey as lifelong learners, students can benefit from this type of learning experience.

The only comment I have here is that if you think that throwing a warm body into a K12 classroom fixes the problem of teachers leaving the field, you haven’t a clue how complex this teaching and learning onion is. Good luck to all of those people who are being thrown into the deep end — and essentially being told to sink or swim.

 

The State of the Digital Divide in the United States — from pcrd.purdue.edu by Roberto Gallardo

Introduction

The COVID-19 pandemic shed a bright light on an issue that has been around for decades: the digital divide. As parents, children, and workers scrambled to learn, socialize, and work from home, adequate internet connectivity became critical. This analysis takes a detailed look at the digital divide as it was in 2020 (latest year available), who it affected, and its socioeconomic implications by using an innovative metric called the digital divide index. It should also increase awareness on this issue as communities and residents prepare to take advantage of a once-in-a-lifetime investment in both broadband infrastructure and digital equity, components of the Infrastructure Investment and Jobs Act.

Data for this analysis came primarily from the U.S. Census Bureau 5-year American Community Survey. Additional sources include but are not limited to the Bureau of Economic Analysis, Lightcast (formerly known as Economic Modeling Specialists, Inc. or EMSI) and Venture Forward by GoDaddy. The unit of analysis was U.S. counties for which DDI scores were calculated 1 .

 

Future of Higher Education: Fully Shift to Hybrid Model by 2025 — from fierceeducation.com by Susan Fourtané, with thanks to Ray Schroeder for this resource out on LinkedIn

Excerpt:

The full shift to a blended teaching and learning model for higher education will become effective by 2025, according to a new report.

The pandemic acted as a catalyst to change the higher education landscape accelerating online learning adoption. Chief Online Officers (COOs) who took part in the CHLOE 7: Tracking Online Learning from Mainstream Acceptance to Universal Adoption, The Changing Landscape of Online Education report indicated that student interest in online learning has increased substantially in the past two years. The majority of COOs predict that is a trend that will continue to grow in the next several years.

 
© 2024 | Daniel Christian