The hype and excitement over technology-based learning environments have taken universities by storm. Universities are now looking into ways to incorporate online and hybrid courses in order to help students who need this convenience but educators also believe that once universities get a good handle on technology-based classes it will overall save them money and reduce the cost for students.
However, after the hype has dissipated, Randall Bergen, assistant to the president of Bethel University, has found that adding more technology hasn’t necessarily meant reduced spending for universities. This has left him discouraged and the hype has worn off.
Although online and hybrid courses would be most convenient and reduce the sizes of classes, it could also jeopardize the organization of discussion based courses such as liberal-arts related majors. Most educators believe that to fully make implementing technologies more cost efficient there needs to be a model or change in how the university is structured. This would cause the entire institution to change and to add more time and dedication to educating professors and getting their faculty the technology tools they need to be successful.
However, for courses that are math and solutions based, universities have the greatest opportunity to not only have automatic grading of homework, but also quizzes and timed exams. Though this might insinuate opportunities in cheating. But by cutting most of the time that professors would use on grading, they could be teaching multiple classes of the same subject to allow more students in these specific courses.
There is no particular solution thus far, however with more collaboration with other universities, there can be a cost-reducing use of technology.