Institutions that invest in the technologies must make parallel investments in faculty development and ongoing support
Challenges include helping faculty in the identification and selection of quality resources, or in the creation of new ones, in support of their course learning outcomes
Research shows that students with a sense of connection to their campus, program, and classmates are much more likely to persist and succeed in their academic pursuits
Does the institution have the technologies, staff expertise and levels, facilities, and funding required to improve student outcomes?
Does the institution provide adequate and timely instructional design assistance and services to encourage both students and faculty to leverage technology in the classroom? Does it take into account current and emerging technologies that are available to faculty?
Do the institution's reward systems for faculty encourage or impede faculty use of technology to optimize their instructional materials and techniques?
How are accounts de-provisioned after someone exits the institution?
What guidance do faculty, staff, and students receive for the use of cloud services?
Faculty, staff, and students are bringing new devices, environments, and apps to their academic and administrative work and are looking to the IT organization for help in integrating these tools with existing enterprise systems.
A key question is whether the IT organization can shift from a focus on being the experts to a focus on being "accomplished novices"14 who collaborate with their constituents to find the right IT solutions for a given need.
How do security practices inhibit collaboration and the implementation of the newest applications, particularly those using social media?
How does the IT organization create a community of well-informed, vigilant users who question every e-mail request and value the efforts of keeping authentication credentials private and secure?
An institution's success in online courses and programs will depend on its ability to grow and maintain such offerings and the ability of faculty to adjust to new ways of instructing learners. The current trend of blending or merging classroom and online would appear to be one of the best strategies for sustaining the precepts of online learning in post-secondary institutions.
Any discussion regarding sustainability of online offerings is coupled to the quality of those offerings in terms of both design and support.
Are faculty actively engaged in the discussion regarding the benefits and challenges of online learning for both traditional and nontraditional learners on campus and off?
Does the institution have a coherent plan for identifying courses or programs that could be adapted to or created for the online venue?
Does the institution provide adequate resources and incentives for faculty and support personnel to create and maintain high-quality online learning experiences?
What assessment techniques are in place to evaluate changes in classroom and/or online learning strategies across the institution? Are they adequate to give good information that will sustain the initial effort?
"TIRF has commissioned five [or six] papers to explore the current state of mobile-assisted language learning (MALL). It is our hope that these papers provide an accurate account of how MALL is impacting the landscape of English language education, and what challenges lie ahead for language learning teachers and students, administrators, business professionals, and others" (¶3, 2014.02.18). This page provides a menu of links to summaries and downloads of those papers.