New innovations in higher-ed technology and practice are popping up daily in higher education’s reinvention—but that doesn’t mean they have seals of approval.
eTextbook engagement analytics, cloud systems, career training programs, MOOCs, flipped learning, virtual worlds, game-based instruction…the list could continue for pages. And while institutions emphatically communicate that many of these technologies and practices part of higher education’s reinvention need further research, even some of the seemingly accepted innovations have yet to receive a clear green light.
These “gray areas” on campuses across the country often occur due to technology-based changes in social practices; and though college and university staff often are eager to incorporate these practices in the classroom or within administration, conflicts over institutional mission, student satisfaction or learning quality can occur.
For example, take online assessments: the ability for a student to take an assessment anywhere on a computer initially seems to benefit both the student (easy access) and assessment quality (adaptive functionality). Yet, after initial trials-and-errors, the verdict is still out thanks to major concerns over student cheating and identity verification.…Read More