A long answer (Yes/No/Depends) is presented in this book: Bates, A. W. T., & Sangra, A. (2011). Managing Technology in Higher Education. San Francisco: Jossey-Bass Inc Pub.

You may also find this interesting: Boezerooij, P. (2006). E-learning Strategies of Higher Education Institutions. Universiteit Twente, Enschede. (http://doc.utwente.nl/56079/)

A short answer: meh.

In Norway, LMS/VLE has introduced technology to educators who had no interest in it before. I have seen no evidence of greater reach/more diverse student groups as a consequence. Students are better informed and spend less time looking for information and "administrating" their work. (Getting and submitting assignments, &c.)

But as always: Good teachers use these tools to improve the education when it suites their purpose.

xMoocs: Too early to tell? But so far: meh.

"MOOCs Are Largely Reaching Privileged Learners, Survey Finds" (Coursera only)

http://chronicle.com/blogs/wiredcampus/moocs-are-reaching-only-privileged-learners-survey-finds/48567

See http://mfeldstein.com/moocs-beyond-professional-development-courseras-big-announcement-in-context/ as well as a response from the other Moocs:

http://www.downes.ca/post/61414

A long answer (Yes/No/Depends) is presented in this book: Bates, A. W. T., & Sangra, A. (2011). Managing Technology in Higher Education. San Francisco: Jossey-Bass Inc Pub.

You may also find this interesting: Boezerooij, P. (2006). E-learning Strategies of Higher Education Institutions. Universiteit Twente, Enschede. (http://doc.utwente.nl/56079/)

A short answer: meh.

In Norway, LMS/VLE has introduced technology to educators who had no interest in it before. I have seen no evidence of greater reach/more diverse student groups as a consequence. Students are better informed and spend less time looking for information and "administrating" their work. (Getting and submitting assignments, &c.)

But as always: Good teachers use these tools to improve the education when it suites their purpose.

xMoocs: Too early to tell? But so far: meh.

"MOOCs Are Largely Reaching Privileged Learners, Survey Finds" (Coursera only)

http://chronicle.com/blogs/wiredcampus/moocs-are-reaching-only-privileged-learners-survey-finds/48567

See http://mfeldstein.com/moocs-beyond-professional-development-courseras-big-announcement-in-context/ as well as a response from the other Moocs:

http://www.downes.ca/post/61414

Thank you so much for your reply to my question Tengel and the links you have suggested. I have also found your paper 'How the domestication process of a VLE came to closure' very useful. I am very familiar with the work of Tony Bates and Stephen Downes and the current MOOC debate and agree that these are good sources for examples. I am also particularly interested in the work of Professor David H Hargreaves who has had a long interest in promoting Evidence Based (Informed) Practice (EBP) in education. This recent video presentation sums up very well the direction of my own research interests but applied to higher education rather than schools and focussing more specifically on qualitative EBP as used in nursing: https://vimeo.com/59740413

A paper I wrote could answer your question. And, I'd appreciate any feedback you might have.

https://www.researchgate.net/profile/Michelle_Linder/publications/

Sir, Most of the students and educators believe the most effective way to use online technology, is in conjuncture with face-to-face teaching. The important online learning institutions are; University of Phoenix, Devry University, AIU Online, Walden University, Kaplan University, Keller Graduate School, Colorado Technical University Online, Capella University, Westwood College Online, Villanova University and Florida Virtual School.

Education is slowly becoming a fast food industry. This is not a surprising development. In today’s world, speed and efficiency are dominant. This isn’t always a good thing, but this is the way it has to happen. The current population’s demand, and necessity, for the commodity of education could not be greater. The traditional approach, subsequently, cannot keep up with this demand. The supplementation of online learning is absolutely necessary to get the job done. But the high tuition fee rates and the part-time teachers in the online learning courses are in negative aspects. If the above said Universities concentrate the planning, organization, development, staffing, co-operating, reporting and budgeting aspects, then the online learning will a successful one.

Hi Irena

I study Management in Virtual University in Iran

It is very nice for student but content and files not updates and the university managers didn't help and mention to student.they get and earn money first of the semesters and after that all programs and they forget all their Promises!!!

for example in last semester they refuse to give us Student accommodation and...

so this kind of small and big problems gather and the student don't like this kind of university.

Akbar, there are so many universities present which do the same kinds of things you mentioned, but no one can go against it because of their career, after passing out who cares about it.

Success Factors of Virtual University:

Was the appropriate forum and website

Being useful files

Appropriate support for teachers and administrators

Technical problems and a lack of adequate technical support

Having a scientific and practical issues

Dear Sandeep

May be your right but all university should help to students for develop their knowledge with any equipments and...most of the university has own programs and approach.I mention my university problems and above i mentions most of the success factors.I think if any university want to be a success must be do that.

Thanks

The Open University (UK) has been going since 1963 and is now considered one of the largest and most successful in the World. many countries including in the Middle East have utilised the concept and emulated the UK example. The range of subjects on offer is as wide as any other Higher Education Institution if not wider, and the programmes and courses offered are at all academic levels. Numerous courses utilise face to face learning as a means of complementing the primarily relied online learning strategies. My experience is both as a student with the OU, and as an Associate Lecturer for about 8 years. OU successes are aplenty and there is no better place to learn about online learning than that offered by its experience. Mohammad Abuel-Ealeh