Aug 26, 2016 | Atlanta, GA
In a recent webinar, “Technology and the Evolving Business Model in Higher Education,” Inside Higher Ed (IHE) pointed to the development of Georgia Tech’s online Master of Science in Computer Science (OMS CS) as a prominent case study.
Hosts Scott Jaschik and Doug Lederman, of the IHE editorial team, explored the impact technology has made on the higher ed community -- including flipped classrooms, massive open online courses (MOOCs), badging and learning analytics. Georgia Tech’s OMS CS was cited alongside MIT as an example of the way MOOC-inspired models have proven impactful in the evolving landscape of online learning.
Seminar materials featured, “Georgia Tech’s Next Steps,” a recent IHE story reflecting on the first two years of the OMS CS program and looking to the future of MOOC-inspired learning at Georgia Tech. Interviews with President Bud Peterson and College of Computing Senior Associate Dean and Professor Charles Isbell pointed to a world of possibilities for online learning for the university.
“I couldn’t be happier with where we are,” said Charles L. Isbell in an interview with IHE’s Carl Straumsheim. “When I say that the program is successful, I mean it by the financial measures -- we’ve got tons of students -- but to me the big success is we’ve been able to take a bunch of people who are already clearly qualified and the vast majority of whom would never have been able to get an advanced degree from a great place because they were not mobile. Now they can.”
Rich DeMillo, executive director of Georgia Tech’s Center for 21st Century Universities (C21U), weighed in on the impact of technology and the business of higher education in “MIT’s New Model,” a feature exploring stackable credentialing.
“My guess is that once learners find out that this is a better, more effective learning experience, they will come pouring in,” said DeMillo of MOOC-driven programs like Georgia Tech’s.
Photo credit: Inside Higher Ed