Technology in Higher Education

The National Center for Academic Transformation (NCAT), a small nonprofit considered to be the intellectual center of the technology-based course transformation movement, has labored mightily and with much success to help more colleges bring their undergraduate courses into the modern age. But it has labored precisely because colleges have yet to decide, en masse, that adopting a proven method to produce better student learning outcomes for less money is the kind of thing they should naturally do on their own.

At Fairfield University here in Connecticut, seven different professors all taught a general biology course with a total enrollment of 260 students. Fairfield consolidated the biology course into a single section co-taught by two professors and used technology, such as clickers and laptops, to supplement the learning experience and to make sure the larger setting was not too impersonal. The changes reduced course costs by 31 percent. At the same time, student retention of concepts covered in the course also improved, as measured by questions given to students in the required second-year course for biology majors specifically designed to test concepts covered in both the redesigned and traditional class.
Here is the full report.