The ability to work on college courses regardless of where an individual finds himself during the day is one attractive aspect of online education. JEFF GRANIT staff From lectures transmitted via radio to residents of the remote Australian outback to mail-in quizzes based on televised economics lessons in the mid- 1900s, the roots of distance education grow deep.
Now, the Internet is the prime tool used by universities to offer students the chance to earn a degree off campus grounds.
Like the cellphone and computer industries, colleges have made tremendous leaps in their online learning programs since the 1990s. But the rapid growth of technology begs an important question: How will the virtual classroom continue to evolve?
Richard Novak, associate vice president for continuing studies and distance learning at Rutgers University, said hybrid courses, which infuse online and face-toface components, will become a dominant force in higher education.
“I think that is probably one of the biggest developments of the last couple years and probably holds the biggest explosion for the future,” he said.
Students like hybrid courses because they open the door for physical interaction with instructors, Novak said.
Professors, particularly those who belong to departments that are reluctant to take to the web, often feel more secure about academic honesty in traditional classrooms, he added.
The digital aspect still grants students the flexibility to complete assignments and review study materials when they please, Novak said.
“The online portion looks, feels and acts just like a fully online course,” Novak said. “A lot of people like this because it gives them the best of both worlds.”
In the future, it is likely that every student will take at least a couple of digital courses, hybrids included, said John Pavlik of Rutgers University. To conform to students’ tech habits, Pavlik said, administrators will mold more online courses for mobile devices like iPads and smartphones. By building online platforms for those devices, universities can better connect with students, he said.
“As they are going through their regular life routines throughout the week, they will be able to engage in their courses and with other students who are in those courses, in ways that will support their learning in a way that is 24/7,” Pavlik said.
For the time being, it is difficult for schools to keep pace with mobile technology, said Norah Kerr-McCurry, director of the teaching and learning center at Brookdale Community College, Lincroft. She cited the varying screen sizes of devices and the question of whether or not to use e-books, which may not function as well on some machines, as current hurdles.
Social media may play a bigger role in the virtual classroom as well, Pavlik said, adding that such websites could spark even more student engagement.
Kerr-McCurry said although social media platforms like Facebook and Twitter might be used to alert students of goings on around the school, there is evidence that students prefer to keep their personal and educational lives separate.
“I don’t think we’re there yet and I’m not sure if we’re going to get there,” Kerr-McCurry said.
Universities might one day collaborate to allow for customized online degrees that include credits from several institutions, said Ed Christensen of Monmouth University, West Long Branch. He said such a transfer policy would have to be executed in a manner that does not jeopardize university sovereignty.
“In that sense, the landscape will look different,” Christensen said, adding that such an undertaking might cut costs related to infrastructure and personnel.
But before an online consortium takes shape, governmental restrictions must be lifted, said Michael Gross of Georgian Court University, Lakewood. As of now, each state has its own rules regarding colleges that offer online credits and degrees, but are not based in that particular state, Gross said.
“It would be good if the states could agree on some kind of reciprocal recognition of authority to operate and accreditation,” Gross said. He noted there is a movement afoot among many university officials to do just that.
Some universities currently offer non-credit courses to individuals who are not enrolled in that school, free of charge, Novak said. He said that could develop into a form of professional development for employees in fields that are constantly in flux.
Ultimately, administrators hope to quell doubts and answer questions regarding the value of and proper approach to online education as the format matures.
“We’re like teenagers. We’re a little clumsy. Acne sort of flares up every now and then,” Christensen said. “I think that online learning all grown up, what I would like to see, is a system where many of the questions that are currently being asked are not questions at all anymore.”