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1、SouthChinaNormalUniversity(202.116.41.69)-2016/1/28DownloadOnlineEducationalDeliveryModels:ADescriptiveViewByPhilHilllthoughtherehasbeenalonghistoryofdistanceeducation,thecreationofonlineeducationoccurredjustoveradecadeandahalfago—arelativelyshorttimeinaca-demicter
2、ms.Earlycoursedeliveryviathewebhadstartedby1994,soonfollowedbyamorestructuredapproachusingthenewcategoryofcoursemanagementsys-tems.1Sincethattime,onlineeducationhasslowlybutsteadilygrowninpopularity,tothepointthatinthefallof2010,almostone-thirdofU.S.postsecondaryst
3、udentsAweretakingatleastonecourseonline.2Fastforwardto2012:anewconceptcalledMassiveOpenOnlineCourses(MOOCs)isgeneratingwidespreadinterestinhighereducationcircles.Mostsignificantly,ithasopenedupstrategicdiscussionsinhighereducationcabinetsandboardroomsaboutonlineedu
4、cation.Stanford,MIT,Harvard,theUniversityofCalifornia–Berkeley,andothershavethrowntheirsupport—intermsofinvestment,resources,andpresidentialbacking—behindthetrans-formativepowerofMOOCsandonlineeducation.NationalmediaoutletssuchastheWallStreetJournal,theNewYorkTimes
5、,andTheAtlanticaretoutingwhatDavidBrookshascalled“thecampustsunami”ofonlineeducation.3IllustratIonbylorenzoPetrantonI,©201285SouthChinaNormalUniversity(202.116.41.69)-2016/1/28DownloadOnlineEducationalDeliveryModels:ADescriptiveViewFigure1.educationalDeliveryModels
6、,2012onlinecoursesandprograms—thosenotbasedoninstitutionalpolicyandstrategy—isnotatallsurprising.Duetothisadhocnature,therearealsomyriadreasonsfortheonlinecoursesandprograms,rangingfromfacultyexplorationofthenewmediumtothespecificneedsofparticularprograms.Butmanyof
7、theadhoccoursesarebasedonindividualfacultymembers’beliefthattheyaregettingbetterresultsandlearn-ingoutcomesusingonlinetools.Thisisdespitemostfac-ultymembers’skepticalviewofthequalityofonlineeducation.AccordingtoastudybyInsideHigherEdandtheBabsonSur-veyResearchGroup
8、,fullytwo-thirdsoffacultymemberssaythatlearningoutcomesfromonlineeducationareinferiorcomparedwithoutcomesfromUnfortunately,anaturalsideeffectofis