Three agendas are at work in higher education that threaten the fundamental purposes and values of universities: competition, growth, and accountability. Instructional design and technology contributes to all three agendas through our emphasis on efficiency in teaching and learning, but could make a stronger contribution to the ideals of the…

Four converging trends are undermining land-based campuses as the preeminent source of knowledge acquisition and certification. The emergence of the learning sciences, the wikification of knowledge, the unbundling of faculty roles, and the migration of learning online are driving fundamental institutional change toward location-independent…

Those involved in instructional technology in higher education are urged to view instructional technology as a means of improving academic productivity. Instructional technology has been used for over forty years to analyze instructional problems and design solutions that reduce costs and improve learning outcomes. The Pew Program in Course…

Mazoue's ("J Comput High Educ," 2012) article, "The Deconstructed Campus," is examined from the perspective of instructional design practice. Concerns center on: the knowledge base of precision instruction; the differential effectiveness of teaching procedural as opposed to declarative knowledge; the reliance on assessment of online learning; and…

In this rejoinder to Mazoue ("J Comput High Educ," 2012) article, "the deconstructed campus," we react to his arguments regarding the replacement of face-to-face teaching on college campuses with computer-supported approaches, including on-line learning, intelligent cognitive tutors, and open-ended learning environments where, rather than being…