In part 1 of this series, I described a new landscape of educational delivery models. In part 2 I described the master course concept and how it presents a cultural barrier that most traditional institutions cannot cross, at least without a dedicated online organization or an outsourced partnership.

Why does it matter that we describe these educational delivery models with finer granularity than just traditional and online? Because the aims of the models differ, as do the primary methods of how these models are created and delivered.

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