Some Challenges for HBCUs and Virtual HBCUs Launching Blended & Online Courses and Programs -- Part 3

Last updated: Tuesday 1/7/14 @ 11:43 am

This note concludes the discussion begun in Part 1 and continued in Part 2. It presents the author's personal perspectives on some of the most significant challenges faced by HBCUs and Virtual HBCUS when launching blended and online courses and programs for their on-campus and off-campus students

Some Challenges for HBCUs and Virtual HBCUs Launching Blended & Online Courses and Programs -- Part 2

Last updated: Sunday 12/29/13 @ 12:31 pm

This note continues the discussion begun in Part 1. It presents the author's personal perspectives on some of the most significant challenges faced by HBCUs and Virtual HBCUS when launching blended and online courses and programs for their on-campus and off-campus students

Some Challenges for HBCUs and Virtual HBCUs Launching Blended & Online Courses and Programs -- Part 1

Last updated: Saturday 12/28/13 @ 9:36 am

The following notes discuss some of the most significant issues that I have encountered since January 2011 as the principal planner for my HBCU's efforts to encourage our faculty to develop more blended and online courses for our on-campus students, and then to repackage our online courses into online degree and certificate programs for our off-campus students. 

Directory of Potential Strategic MOOC Partners for HBCUs and Virtual HBCUs

Last updated: Saturday 12/7/13 @ 11:22 am

HBCUs and strategic alliances of HBCUs ("virtual HBCUs") can engage online service providers as strategic partners to help them launch massive open online courses, a/k/a MOOCs. A list of some of the nation's most prominent providers of support services for MOOCs that have been engaged by HBCUs and non-HBCUs as strategic partners appears in Table 1 (below). 

2014, a Good Year for HBCUs and Virtual HBCUs to (Quietly) Flip and MOOC

Last updated: Monday 7/21/14 @ 5:14 pm

As the year 2013 wound to a close, the Academic Old Guard lulled itself into an inertial stupor, convinced that the previous two years' discussions of the pending MOOC "revolution" in higher education were just the blatherings of ambitious con-men, a noisy media vaudeville that would fade away if ignored for long enough, leaving things as they were before, as they were meant to be in this best of all possible worlds. The (mostly white) sages would remain firmly entrenched on center stages; technology would remain relegated to its proper place inside but on the outer fringes of the classrooms; and the Old Guard's preferred, self-serving solutions to the persistent achievement gaps between white and underperforming minority students would remain at the top of the national agenda ==> more funding for more (mostly white) researchers.