Technology-Enhanced University Education: How IT Solutions Providers Can Make Their Mark

By Ally Kutz, contributing writer

Ithaka S+R's study on technology-enhanced education at Public Flagship Universities, shows administrators at universities are looking to utilize technology-enhanced education to provide relief for space constraints, improve time-to-degree completion rates, fulfill outreach missions, and improve student learning.

In order to reach these goals, Ithaka S+R states that universities must clearly communicate the value of technology-enhanced education to students/faculty, be blatant about the costs and benefits of online learning, generate incentives for departments to be innovative with technology, develop plans for application of online learning in both single and “blended” forms, and provide means necessary for facilitation of easy transition to online learning.

For IT solutions providers, this research opens a door to many opportunities. In the case of the universities surveyed, none had a system-wide technical infrastructure to assist faculty in the transitioning of course materials into an online or digital format, a likely problem nationwide. Some IT support and instructional designers were utilized in some specialized departments, but lacked in others; this presents opportunities for IT solutions providers to offer services and systems in order to incorporate all departments seamlessly into a system-wide infrastructure to assist in digitalization of course materials.

Another issue that can be solved by IT solutions providers is that of distributing digital courses and materials to a wider audience, whether it be to share with other departments or with prospective students in order to increase interest and enrollment in the university. By offering services, IT solutions providers can help to create more convenient and time efficient solutions to what is currently seen as a heavily burdensome and time consuming process.

Ithaka S+R published the comprehensive report based on information from 214 individuals at ten different schools recorded from October 2013 to March 2014.