By Carl Straumsheim
Inside Higher Education - December 2, 2014
Some of the country’s most rigorous research universities have a new
obsession: flexibility. As the institutions contemplate a more modular
future, experiments with blended learning may provide an early glimpse
at their plans.
Through strategic visions and partnerships, institutions such as Duke
and Harvard Universities and the Georgia and Massachusetts Institutes
of Technology are laying the groundwork for curriculums that will be
delivered through a combination of face-to-face instruction, blended
courses and distance education. A common goal is to offer students
“flexibility” -- a word several administrators used to summarize their
institutions’ aspirations.
The word has many definitions. For one institution, flexibility means
giving students the freedom to race through core concepts on their own
schedule, freeing up face-to-face time for more in-depth work; for
another, it means giving students the opportunity to continue their
studies whether they are on campus or not -- and beyond graduation.
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