As the WCET Steering Committee Chair, I am honored to work with our members to help guide the content, themes, and activities that inform WCET’s work throughout 2025. Collectively, the Steering Committee selected two key topics to focus on this year:
Digital Learning Operations, and,
Artificial Intelligence.
Over the next several months, the Steering Committee work groups will seek your input and engagement to help shape these topic areas and their outcomes.
Digital Learning Operations
Digital learning has gained traction as an important aspect of education, but often, digital learning doesn’t have a coordinated, shared-service role within the institution. For those of us in the digital learning field, there are can be online enrollment growth mandates from above us, with little institutional or financial support for effective, consistent implementation and expansion. How we define digital learning and strategically align it with the mission of our institutions is critical to online programs success.
This year’s work group focused on this topic intends to surface effective communication strategies to showcase the importance of digital learning and the role of digital learning professionals to key stakeholders.
Such strategies can be used to help those stakeholders understand the value and opportunities, as well as the resource allocation needed for support services, instruction, policies, planning, and evaluation. We are looking for effective communication strategies exemplars from a variety of institutions. Please share your communication approach by emailing WCET.
Artificial Intelligence
The pace of artificial intelligence adoption and the ubiquitousness of emerging tools are overwhelming. Faculty, staff, and students have vastly different comfort levels with this technology and a wide range of sentiment towards it, from enthusiasm to disillusionment. We know the AI we have today will only become more advanced and prevalent. We risk leaving our students unprepared for future workplace skills and expectations if we don’t engage with AI tools and create AI engagement strategies simulating the contemporary work environment.
The WCET workgroup on artificial intelligence is specifically exploring institutional opportunities and challenges associated with AI. Institutions will need to establish clear policies that promote responsible, ethical use of AI while also preparing students to engage critically with these technologies. The workgroup intends to develop resources to help institutions better prepare students and faculty for using AI responsibly, ethically, and efficiently.
New resources, toolkits, and other information are rolling out every day, and it’s hard to stay current with the information avalanche. The group’s work aims to be a valuable, just-in-time resource to support students and faculty without adding to the overwhelm.
Additional Topics
In addition to our two key focus areas of digital learning operations and artificial intelligence, WCET themes during the next few months cover a wide range of digital learning in higher education topics:
Accessibility and Teaching Students to Center Accessibility
Quality Digital Learning
Institutional Collaborations and Course Sharing
Student Success with Digital Learning
Learn and Work Ecosystems
WCET will use these themes to guide its programs and events. Look for webcasts, member-only Closer Conversations, member-only resources, and blog articles about these topics and more over the next year.
We know these are important topics, but we also know these are interesting times, and that ongoing support, guidance, and community support are more critical than ever.
WCET excels at informing the higher education digital learning community about policies and their potential impacts on higher education.
We know WCET clarifies national and state policies, regulations, and rules affecting institutions and students. WCET is adept at making confusing concepts understandable, which is one of the reasons I’ve always looked to them for help and will continue to do so as we navigate whatever is next on the horizon.
Thanks so much for being an engaged member, and I look forward to our continued conversations and support for one another on MIX.
One of my favorite aspects of my work leading membership, sponsorship, programs, and events at WCET is the opportunity to connect with amazing people doing incredible work at higher education institutions across the United States. However, lately, I’ve felt some heaviness in these conversations.
Working in higher education can often feel like navigating a stormy sea. We have experienced the rip tides of a global pandemic, the remote learning currents and ripple effects, and on and on. We are devoted to a noble mission: serving students, broadening access to learning, and fostering an environment where lifelong learning flourishes. And we also face overwhelming challenges—budget cuts, administrative pressures, changing student demographics, and an ever-evolving technological landscape. Not to mention what is happening minute to minute at the federal level. It’s easy to become lost in the noise or to feel disheartened by external pressures and internal uncertainties.
Yet, in these turbulent times, it’s helpful to remember why I chose this path. The communities within our institutions are those of learning, growth, and transformation. Our work plays a key role in shaping futures and supporting students on their lifelong learning journeys. We are in this work for the students and the intrinsic rewards of shaping lives. Not to mention the “giant” paychecks, of course.
Mission ImPossible
Our mission in higher education extends beyond developing learners:
we cultivate engaged citizens,
we provide pathways to lifelong success, and
we partner with our communities to create jobs and expand opportunities locally and globally.
Digital learning enables anytime, anywhere learning. Flexible learning options can significantly enhance access for students juggling various responsibilities. Digital learning provides this critical access for all learners, including rural populations, military students, and those unable to travel to campus.
Amidst the pressures we face, it’s essential to remind ourselves of our impact on individual lives. Each student represents a unique story full of potential, and our role is to help rewrite those narratives, enabling dreams to flourish and ambitions to be realized.
Whether it’s providing guidance on academic pathways or supporting personal growth, our goal remains the same: to empower each student, ensuring they have the tools they need to succeed.
Refocusing on Our Passion
When the external noise becomes overwhelming, grounding ourselves in our passion is vital. I want to invite you to take a moment with me and reflect on why you chose this career in the first place. Often, it’s the joy of seeing a student achieve that “aha” moment, the excitement of seeing a graduate walk across the stage, or the fulfillment of knowing we played a part in someone’s success. These connections with students reaffirm the importance of our roles.
By fostering collaboration within our institutions and supporting each other, we can rise above the noise and keep us focused on what really matters. Expand your reach and impact by engaging with WCET’s vibrant community. Connect through discussion groups like wcetDISCUSS, participate in virtual events, and join us at the WCET Conference.
Together, we can drive innovation, share insights, and advance our shared goals.
Elevating our Positive Impact
As we strive to rise above the noise, it’s essential that we also advocate for a culture that promotes mental well-being, inclusivity, and engagement—both for ourselves and for our students. Our work environment should reflect the values we wish to impart: a supportive community that nurtures curiosity, resilience, and passion for learning.
Let us commit to fostering spaces where students feel valued and heard, and where they can embrace their learning journey without barriers. By prioritizing our mission over the distractions, we can create an atmosphere that inspires both educators and learners.
In conclusion, while staying committed amid ongoing distractions may be difficult, let’s remember what truly matters—our passion for serving students and our dedication to making education accessible for all. And the WCET team and community are always here to help, listen, and support.
Here at WCET, our focus is on educational technology and digital learning. While many of us enjoy learning about the latest and greatest tech tools, we know technology alone is not at the heart of our work. The most advanced digital learning tool holds little value if our students are unable to use it effectively or if our educators aren’t sure how to use it in a classroom setting. Instead, our work focuses on how technology can be used to enhance learning, more effectively engage with students, and inspire connection no matter where or how that education is being delivered. That’s why our entire team is really excited about the Keynote Speaker for our upcoming Virtual Summit – Elements of Humanizing EdTech in Higher Education, which takes place February 27, 2025 (that’s next week for those of us still taking down Christmas decorations!). Eric Rodriguez, speaker, futurist, and strategist, will open the Summit with his presentation on The Future of Human Experience and his framework that will help us all keep our focus on what really matters.
In this post, Eric introduces the Human Advantage Framework™, a people-first approach to integrating technology while keeping students, faculty, and learning experiences at the center. This framework offers a clear, repeatable process for ensuring that ed-tech decisions prioritize human connection and meaningful learning outcomes.
We’re finishing up our preparations for the Summit, but we’d love for you to join us! Learn more and register now!
Enjoy the read,
Lindsey Downs, WCET
As educational technology continues to evolve, the challenge is no longer about simply adopting new tools—it’s about ensuring that technology enhances, rather than replaces, human connection, learning, and engagement.
Higher education is at a crossroads. Institutions can either proactively its future or remain in a reactive cycle, trying to catch up with technological shifts. What if innovation wasn’t something we constantly chase, but something we lead to with intention and purpose?
This is the foundation of the Human Advantage Framework™—a people-first approach to humanizing innovation in higher education.
Rather than treating innovation as a one-time event or a response to external forces, this framework provides a simple, repeatable process for integrating technology while keeping students, faculty, and learning experiences at the center of decision-making.
A Simplified Approach to Innovation
The Human Advantage Framework™ is built on three core actions that ensure innovation is intentional, inclusive, and future-ready:
1. Be Curious – Explore Innovation with a People-First Mindset
Innovation begins with curiosity and a deep understanding of people. Before implementing new technology, institutions can explore how students learn, what challenges they face, and how technology can serve as a bridge to engagement rather than a barrier.
Key Considerations:
Who are we designing for, and what are their real needs?
Are we listening to students and faculty, or making assumptions about what they need?
How can cultural, social, and institutional contexts shape our approach to innovation?
Example in Action:
A university looking to implement AI-powered student support first engages students and faculty, identifying their unique needs before selecting a tool that aligns with their challenges and learning preferences.
2. Assess – Evaluate How Technology Aligns with Learning & Equity
Once we have a clear understanding of people’s needs, the next step is to assess whether a new technology actually enhances education. The goal is to ensure that tools improve accessibility, engagement, and adaptability rather than just adding complexity.
Key Considerations:
Is this technology making education more inclusive and accessible?
Are we implementing it just because it’s new, or because it genuinely improves learning outcomes?
How adaptable is this tool—does it allow for continuous improvement and long-term success?
Example in Action:
Before introducing a chatbot for academic advising, an institution evaluates its impact on student engagement, ensuring that it reduces faculty workload while maintaining personalized student support.
True innovation isn’t just about implementation—it’s about continuous improvement and long-term impact.
Institutions that create a culture of innovation will ensure that their ed-tech strategies evolve alongside students’ needs and workforce demands.
Key Considerations:
Are we solving for today’s challenges, or building solutions that will evolve for the future?
How do we measure success—are students engaging, thriving, and benefiting from these tools?
Are we fostering a culture where innovation is a continuous process, not a one-time fix?
Example in Action:
A university launches an AI-powered learning platform, then continuously measures student engagement, refines content based on feedback, and ensures the tool remains relevant as learning needs evolve.
From Tech Adoption to Human-Centered Transformation
The theme of WCET’s Virtual Summit—Humanizing Ed-Tech in Higher Education—highlights the need to balance technological innovation with human connection.
This perspective is central to my keynote, “The Future of Human Experience,” in which I will explore how the Human Advantage Framework™ empowers institutions to make technology-enhanced learning truly human-centered.
By embracing curiosity, critical assessment, and continuous optimization, higher education leaders can ensure that their institutions are not just keeping up with innovation, but leading it in a way that enhances learning for all.
Because the future of education isn’t just about AI, it’s about the people it serves.
The WCET team is thrilled to welcome Van Davis as he steps into his new role as WCET’s sixth Executive Director! Van believes digital learning is critical to expanding educational opportunities—and we’re excited to embark on this journey together.
WCET is committed to leading the policy, practice, and advocacy of digital learning. Van reaffirms that this mission remains our number one priority. Over the years, WCET has provided timely analysis on issues affecting higher education, and our commitment will only grow stronger moving forward. You can expect more insightful content, policy analysis, and discussions on emerging best practices that help you navigate this dynamic field.
While we know many of you have worked with Van in the past and know him well, we wanted to share a bit more about his career and what led him to his role with WCET.
Van joined the (WCET) in 2021 as chief strategy officer, where he was instrumental in helping WCET develop its overall strategy, mission, and vision. With over 25 years of extensive experience in higher education, Van has held various positions as a faculty member, academic administrator, state policymaker, and edtech leader. He earned a Master’s and Ph.D. in 20th-century US history with an emphasis on civil rights from Vanderbilt University and a Bachelor’s in history from Southwestern University. Before joining WCET and WICHE, he held positions at Foghlam Consulting, Blackboard Inc., the Texas Higher Education Coordinating Board, and several universities serving historically underrepresented student populations.
These experiences have helped Van develop expertise in the areas of:
artificial intelligence policy,
federal and state distance education regulations,
degree completion strategies,
and competency-based education, among other areas.
As Van puts it, “This is a transformational time for higher education, especially in digital learning. I am honored to be entrusted with leading such a strong and capable team at WCET as we continue working to improve the lives of all students. Digital learning really can open doors for learners and help them access educational opportunities.”
We’re excited to welcome a leader whose exceptional experience and expertise will propel WCET forward. Over the past month, Van and our team have collaborated to refine our focus and set ambitious goals for this exciting new chapter.
Empowering Members with New Resources
Higher education is facing unprecedented challenges:
Shifting demographics: With traditional-age student populations declining,
Increased scrutiny: Federal attention to student outcomes is intensifying, and
Online growth: There’s been an unprecedented surge in online student enrollments.
WCET is rolling out new resources and events to support you in this evolving landscape. Some highlights include:
New resource publications to address the growing impact of artificial intelligence on institutions.
These initiatives are designed to provide you with the insights and tools you need to thrive in a volatile higher education environment.
Growing Our Community
At WCET, cooperation is more than a principle; it’s the foundation of who we are. Van is committed to strengthening our community by:
Launching Two New Communities of Practice: one tailored for emerging digital learning leaders and another for chief online learning officers, which will provide dedicated spaces for professional growth and collaboration.
Supporting Community Colleges: With online enrollments on the rise, we’re exploring new ways to better support community colleges, whose work is vital to student success in online learning.
Our diverse membership, including research universities, small colleges, community colleges, tribal colleges, corporations, systems, and nonprofit organizations, creates a vibrant network of professionals who share a passion for the promise of digital learning. Now, more than ever, it’s time to leverage this incredible community. Whether through the WCET online community, MIX, or our numerous events and programs, opportunities for connection and collaboration are abundant.
An Open Invitation
WCET exists because of its members, and Van is eager to hear from you.
He invites you to reach out directly if you have suggestions for how we can better serve the community or face challenges we can solve together.
Van’s door is always open, and he looks forward to connecting with many of you throughout the coming year.
As we turn this new page with Van at the helm, we’re confident that WCET will continue to lead the conversation on digital learning, policy, and advocacy. Join us in welcoming Van and shaping the future of higher education together!
Institutions nationwide are preparing for the implementation of the Department of Justice’s (DOJ) new digital accessibility regulations. It’s important and challenging to ensure compliance while still balancing an engaging learning environment.
At WCET, we understand the challenges of balancing federal guidelines, institutional priorities, and student needs. That’s why we’re excited to offer three timely events to help higher education leaders navigate these evolving requirements and explore strategies to humanize educational technology.
Understanding the rules is just the first step—putting them into practice is where institutions often face challenges. This session will dive into real-world applications, offering insights from institutions that have successfully implemented accessibility measures.
Speakers will share case studies, discuss common pitfalls, and provide strategies to ensure that your digital learning environments meet compliance standards while enhancing student access and success.
With the DOJ’s impending accessibility updates set to reshape how institutions approach digital content and services, proactive planning is key. In this Closer Conversation, accessibility and legal experts will break down the guidelines, discuss anticipated impacts on higher education, and offer clarity and guidance for moving forward. Members will have a chance to ask questions and share their experiences.
While accessibility compliance is critical, ensuring that educational technology fosters meaningful connections and student engagement is equally important. This year’s WCET Summit sessions will explore how institutions can integrate human-centered design into their technology strategies, making online and digital learning experiences more personal, inclusive, and effective. Experts will share best practices for leveraging EdTech tools in ways that prioritize student well-being, community building, and inclusive learning.
Why These Conversations Matter
WCET hosts a variety of events throughout the year – but as institutions strive to meet upcoming regulatory requirements, the three events listed above are increasingly important. Our goal with all WCET events is to provide essential guidance and a safe space for collaborative learning. Whether you’re a campus leader, instructional designer, faculty member, or accessibility advocate, these sessions will equip you with the knowledge and strategies to navigate accessibility challenges and create more engaging, student-centered digital learning environments.
We encourage you to join the conversation and bring your questions, experiences, and insights. It’s time to make sure your institution stays ahead of the curve on accessibility in digital learning and the best ways to balance that with human-centered teaching and learning. Learn more and register todayfor these great events on WCET’s Events Page.
Make sure to tune into WCET for more on these topics, including an upcoming accessibility theme of the month and related events like a webcast co-presented with Every Learner Everywhere and Teach Access!
This post was written by Lindsey Downs with brainstorming and outline assistance from ChatGPT
Distance education has come a long way since WCET conducted a survey to better understand the relationship between the cost and price of distance education in 2016. The results of this survey were published in the 2017 study Distance Education Price and Cost Report. That survey found that although 75% of respondents indicated that distance education and face-to-face students paid the same tuition, once fees were added into the equation, the majority of distance education students, 54.2%, paid more for their education than their face-to-face counterparts. Survey respondents also indicated that distance education generally costs more, but there are instances when it costs less if cost reduction is a specific goal of the distance offering.
After notable changes to the digital learning landscape by a global pandemic and the explosion of emergency remote instruction that came with it, we have seen increased interest in student enrollment in online courses. In 2024, IPEDS reported that 63.94% of all students were enrolled in at least one distance education course. Although this is down from COVID-era levels, it is significantly higher than pre-pandemic levels.
This high number of students taking at least one distance education course and the continued increasing price of higher education speaks to the need to revisit the study and determine what, if any, connection between the price and cost of distance education exists.
Invitations to participate in the survey went to all WCET members and distance education leaders listed in the Higher Education Directory.
Survey participants were instructed to submit only one response per institution. There were 171 unique institutional responses.
Although we had hoped for greater participation in the survey, this is similar to the response to the 2016 survey. Because of the low number of responses, we cannot generalize the survey findings to all of higher education.
However, given the high number of public institutions represented in the survey, 73% of all respondents, the data may be especially indicative of public higher education.
A Note About Definitions
In our work in this area, we define cost as the amount of money that the institution spends to create, offer, and support instruction. Price is defined as the amount of money that is charged to a student for instruction and includes tuition and fees. We also used the IPEDS definition of distance education.
Conclusions on Cost and Price
The report draws seven conclusions on the cost and price of distance education.
The majority of distance education courses, 55.6%, are funded the same as face-to-face courses. This may indicate that distance education is becoming a more mainstream form of instruction and is less often segregated in self-funded units. In 2016, only 48.7% of respondents indicated that distance education courses were funded the same as face-to-face courses.
Differences in tuition and fees between distance education and face-to-face instruction often correspond with the level of the institution. The higher the Carnegie classification, the more likely that different policies for face-to-face and distance education exist. Still, the overwhelming majority of institutions, 63.2%, reported no different tuition and fee policies. This is over a 10 percentage-point increase since 2016 and suggests that distance education is being treated much like face-to-face instruction and may suggest the growing integration of distance education into the institution.
Modality is increasingly irrelevant when determining the price of distance education. A little over 74% reported that tuition is the same regardless of modality. However, differences in distance education fees do exist. Even though approximately half reported that distance education and face-to-face instruction had the same fees, almost 31% reported that distance education fees were higher.
The costs of distance education are normalizing when compared to face-to-face instruction. In 2016, in nine of the 22 cost categories respondents were asked about, distance education costs were more than face-to-face costs. However, in 2024, only six (regulatory costs, technologies, instructional design, creation of learning materials, assuring accessibility and ADA compliance, and faculty development) were more expensive than face-to-face instruction.
The total price (tuition and fees) of distance education is beginning to align with face-to-face instruction. A little over 34% reported that the total price of distance education was the same as that of face-to-face instruction. Still, more than a third (39.6%) reported that the total price of distance education was higher, and almost a quarter (24%) said that it was less than face-to-face. When compared to 2016, this indicates that we are beginning to see an alignment with face-to-face instruction. In 2016, 54.2% indicated that the price of distance education was greater, 26.8% the same, and only 19% indicated that it was less than face-to-face instruction.
Distance education is not, however, resulting in significant cost savings. Across the 21 categories in 2024’s survey, there were no categories where the majority of distance education courses cost less than face-to-face instruction.
Price continues to be disconnected from cost. In 2016, 10.6% of respondents indicated that the price of their distance education courses was connected to their cost, while only 10.9% of the 2024 respondents reported a connection between price and cost.
We are aware that some legislators continue to believe that distance education should cost less than face-to-face instruction. There was a strong consensus among our respondents that distance education is not inherently cheaper and may require equal, if not more significant, investments to create quality courses. One respondent succinctly put it, “Low cost equals low quality.”
Respondents indicated several hidden costs that policymakers may overlook, including:
Technology infrastructure;
Instructional design;
Student support;
Compliance and regulations;
Increased time investment for course preparation;
Interaction with students; and
Providing feedback.
As institutions turn to distance education to recruit more students and improve student access regardless of time and place, better understanding the costs of those distance education courses is critical. As one respondent wrote, “It is a misunderstanding to think of online classes as a commodity or product that can be ‘served’ to limitless numbers of students once developed. (We call this the ‘just push play’ myth.) Educating one student online, through regular and substantive interaction, requires just as much instructor effort and time as educating one student in the classroom.”
Explore more of WCET’s work on this critical topic on our Cost and Price Practice page, featuring past reports, related blog posts, articles, and additional resources.
The two organizations achieve this by providing leadership, guidance, and support as we work closely with states, higher education institutions, policymakers, and other organizations participating in various aspects of distance learning.
It’s not uncommon for SAN staff or NC-SARA staff to be asked about the relationship between the two organizations, where they overlap, what is unique to each, the value they bring, and how they work together and support one another. We will touch on those topics below but defining State Authorization Reciprocity Agreements (SARA) is an important preliminary step.
SARA: is an agreement amongst member states, districts, and territories that establishes comparable national standards and streamlines regulations, fees, and approvals for institutions offering interstate distance education programs.
49 member states, the District of Columbia, Puerto Rico, and the U.S. Virgin Islands all voluntarily joined SARA, and apply for renewal of their membership every two years.
More than 2,400 institutions, all accredited by agencies recognized by the U.S. Department of Education, participate in SARA. They apply for renewal of SARA participation each year.
NC-SARA: is a private nonprofit [501(c)(3)] organization that, in partnership with the four regional education compacts, coordinates the implementation of SARA nationally.
NC-SARA helps states, institutions, policymakers, and students understand the purpose and benefits of participating in SARA.
SAN: was established to serve post-secondary institutions and organizations nationwide by providing training, support, and opportunities to collaborate while navigating regulatory compliance for out-of-state learning activities.
SAN is a division of WCET, the WICHE Cooperative for Educational Technologies.
WCET: The WICHE Cooperative for Educational Technologies is the leader in the practice, policy, and advocacy of digital learning in higher education. WCET brings together colleges, universities, higher education organizations, and companies to collectively improve the quality and reach of digital learning programs.
WCET is a unit of WICHE, the Western Interstate Commission for Higher Education.
WICHE: The Western Interstate Commission for Higher Educationis a regional, nonprofit organization whose membership includes 15 western states as well as the U.S. Pacific Islands and freely associated states. WICHE and its member states and territories work to improve access to higher education and ensure student success.
While there is lots of foundational information to consider, it is also important to understand the early days of online learning at the postsecondary level.
Distance Education in the Early 2000s
The growth of online education in the early 2000s led to a patchwork of state regulations surrounding distance education offerings. Institutions found it challenging to navigate these requirements, which varied widely by state. To further complicate matters, in late 2010, the U.S. Department of Education released the first federal regulation for state authorization of distance education.
The purpose of the regulation was to provide important consumer protections for learners who participated in interstate distance education. Although the original language of federal regulation 34 CFR 600.9(c) was eventually vacated by federal courts, it was the impetus for what is now the even more complicated and ever-evolving landscape of institutional compliance related to out-of-state postsecondary educational activity.
SAN and NC-SARA are Formed
Established in 2011 by WCET, SAN emerged to provide respite and to serve and support institutions/organizations in their quest to navigate the complex world of distance education compliance. SAN is now a vast network of more than 900 member institutions and organizations and remains a leader in authorization for distance education.
In December 2013, just a couple of years after SAN was formed, NC-SARA was established to help support the regional education compacts in the implementation of the reciprocity agreements (SARA) across the nation. States began joining SARA in 2014, starting with Indiana. Valley City State University in North Dakota was the first institution to be approved for participation in SARA, joining in April 2014. By July 2019, 49 states and three territories were SARA members. As of 2024, SARA has over 2,400 participating institutions.
What are the Benefits of Participating in SARA?
Students benefit from increased access to distance education programs across state lines, and in many cases, improved consumer protections that they would not have if SARA did not exist. By encouraging strategic coordination and communication between and among SARA member states and providing a uniform set of policies for student consumer protections that otherwise would vary state-by-state, SARA streamlines state authorization processes for out-of-state institutions and helps reduce associated costs and bureaucracy for both states and institutions.
SARA’s work includes:
Advancing efforts to align core elements and requirements of SARA reciprocity across the SARA member states.
Expanding consumer protections by facilitating state-led SARA policy changes.
Ensuring effectiveness and continuous improvement of the collaborative partnership with the SARA community.
What are the Benefits of Participating in SAN?
SAN helps its members gain a better understanding of state and federal compliance requirements, fosters communication and collaboration, and provides educational and professional development opportunities to its members. SAN’s participation in and contributions to the field of distance education compliance are vital.
The organization takes very seriously its role in conducting and disseminating critical research, advocating on behalf of its members, and keeping institutions informed about changes at the state and federal levels that impact distance education and state authorization.
SAN is proud of its reputation as an organization that offers its members timely support, not only to SARA-participating institutions but also to institutions that, because they do not participate in SARA, are required to secure approval to offer distance education in other states through traditional state-by-state processes.
SAN (and WCET) are known nationally as staunch defenders of distance education. For example, Russ Poulin, Former Executive Director, WCET and Vice President for Technology-Enhanced Education for WICHE, was selected to be the negotiator representing the distance education community in the U.S. Department of Education’s 2014 Negotiated Rulemaking process, and was also a member of the Distance Learning Subcommittee in the 2019 Negotiated Rulemaking process.
SAN tirelessly champions the interests of member institutions in discussions about state authorization policies and regulations, and when working with state and federal government to influence legislation and practices that affect online education.
Additionally, SAN compliments institutional state approvals through reciprocity plans (such as SARA), as well as providing continual support to institutions that are required to garner state institutional approval through traditional individual state-by-state processes.
Our Impact in the Field
NC-SARA Highlights
NC-SARA collects, compiles, and shares SARA exclusively distance education enrollment data and out-of-state learning placement data that is publicly available. SARA enrollment data from 2023 shows that over 1.6 million students attended out-of-state institutions exclusively via distance education through SARA in Fall 2023, and more than 430,000 students participated in out-of-state learning placements such as clinical rotations, student teaching, and internships that year. NC-SARA also collects, maintains, and publishes information regarding SARA student complaints, and helps facilitate the SARA Policy Modification Process that puts states in control of SARA policy changes.
NC-SARA helps support its state members by convening an annual in-person SARA SPE conference as well as several virtual meetings each year for all 52 member states and territories to engage in discussion around SARA and related topics. NC-SARA offers grants of up to $7,500 per year to SPE staff, providing funding for states to participate in critical professional development and host in-state convenings with their institutions. NC-SARA also provides the SARA Learning Station as a one-stop shop to access resources to learn about SARA.
To assist institutions that do not participate in SARA or wish to operate in a SARA member state beyond the scope of SARA, NC-SARA provides The State Authorization Guide, a collection of state laws, regulations, and requirements covering activities that require authorization. The guide also includes application processes, costs to comply, and more, and is compiled from information submitted by state authorization regulatory agencies in each state, the District of Columbia, Puerto Rico, and the U.S. Virgin Islands.
In addition, to help institutions as they seek to comply with federal professional licensure requirements, NC-SARA provides a Professional Licensure Directory with contact information for state professional licensure boards for counseling, nursing, psychology, social work, and teacher education programs, which are the programs with the highest enrollment based on data provided by SARA-participating institutions.
The network produces guides, tool-kits, and other resources that assist institutions in understanding and implementing state approvals.
Provided hundreds of in-person and virtual opportunities for training and support:
SAN offers in-house and campus-based training and workshop opportunities for institutional staff to be informed about changes in laws and regulations affecting distance education.
This includes both asynchronous and synchronous training in various formats, including workshops, monthly calls, and webcasts.
Provided 13 years of policy influence:
SAN advocates for policies that support equitable access to education and streamlined regulations that benefit both institutions and students.
Aided in facilitating student access:
By helping institutions navigate state regulations, SAN expands access to education for students across different states, enabling them to enroll in postsecondary programs without unnecessary barriers.
Both NC-SARA and SAN contribute to a more efficient and effective landscape for online education, benefiting institutions and students alike.
Common Goals of NC-SARA and SAN
NC-SARA and SAN, housed in adjacent buildings in Boulder, Colorado, have worked together for more than a decade, share common goals, and are regarded as trusted leaders in the field. Even more than their close physical proximity, both NC-SARA and SAN take pride in their roles as leaders.
Marianne Boeke, president of NC-SARA shared, “WCET, SAN, NC-SARA staff, and the SARA community have worked closely together since the beginning. In the early days before there were SARA staff, SAN helped present what SARA was and how institutions could participate. WCET created the first resource for state-to-state authorization that eventually led to the State Higher Education Executive Officers Association (SHEEO) surveys in 2011, which are now maintained and housed by NC-SARA. SAN not only helps NC-SARA staff, but they also assist the regional education compacts, SPEs, and institutions. They attend SARA state meetings, regional steering committee meetings, and the SPE Annual Conference. WCET and SAN staff also continue to collaborate with NC-SARA staff on webinars. They can talk to any audience. They do it all.”
Boeke recently shared her hopes for the future: “We would appreciate SAN’s help revamping the State Authorization Guide and looking at our website from an outside perspective/institutional perspective to help us determine how to make it more user-friendly. We hope SAN staff will continue to present with us and keep us updated on higher education regulations that are adjacent to us, and we hope for their continued partnership throughout the negotiated rulemaking process, including implementing new policy and navigating any challenges.”
Cheryl Dowd, Senior Director with the SAN & WCET Policy Innovations, is proud of the ongoing relationship between the two organizations. She reminds us that NC-SARA and SAN have always been deeply entrenched and continue to work collaboratively.
As an example, prior to NC-SARA obtaining its 501(c)3 status in 2015, NC-SARA was financially managed by SAN’s parent organization, WICHE. Dowd explains, “This interim arrangement facilitated the management of payments, payroll, and employee benefits while NC-SARA awaited the granting of its own 501(c)3 status. Initial funding for NC-SARA’s operations was secured through a grant from the Lumina Foundation.” Dowd also notes that SAN hosted NC-SARA webinars until 2018, when NC-SARA obtained their own webinar platform.
Dowd continues, “NC-SARA staff members and/or SARA Regional Directors present biannually at each SAN Workshop. What’s more, SAN staff regularly present on NC-SARA webinars, SARA meetings, and Regional Steering Committees (RSC) meetings.” She continues, “SAN and NC-SARA staff have collaborated on presentations at several national conferences, and SAN also participates in the SARA Policy Modification Process.”
Russ Poulin, Former Executive Director of WCET and Vice President for Technology-Enhanced Education for WICHE, who has been around since the conceptualization phase of both NC-SARA and SAN, is also proud and supportive of the relationship and history between the two organizations: “It has been a great symbiotic relationship. SARA is part of the state consumer protections for students and also creates a path for institutions to operate in participating states. SAN addresses the multitude of issues that institutions face in a state that is not covered by SARA, such as professional licensure, federal regulations (Education, Defense, Veterans, Justice), and managing compliance activities. It is a positive partnership. Each working in their own lane, but working collaboratively, has helped all of higher education.”
Poulin continues, “SAN staff are often in contact with SARA leadership, whether at NC-SARA or the four regional higher education compacts. Through its institutions, SAN staff often learn of regulatory issues that its members or their students have in distance education that crosses state lines. SAN has been able to use that information to suggest improvements in SARA policies or procedures. WCET and SAN staff have served on several workgroups and have made numerous presentations for NC-SARA or regional compact events.”
Another Important Partner: NASASPS
Both SAN and NC-SARA have maintained ongoing collaborations and working relationships with the National Association of State Administrators and Supervisors of Private Schools (NASASPS) team. Cathie (Cam) Maeyaert, Director of Private Postsecondary Institutions with the Texas Higher Education Coordinating Board, Vice President of the 2024-25 NASASPS Board of Directors, and NC-SARA Board Member, shared her thoughts on these partnerships:
Maeyaert recalls, “NASASPS and SAN have partnered for several years on the NASASPS annual conference that occurs in the Spring of each year. Cheryl Dowd has been a great resource in assisting NASASPS to develop topics that will be timely and helpful to institutions that are attending the conference. SAN has also provided speakers for general sessions at the conference. NASASPS values the deep knowledge that SAN and WCET staff bring to these sessions.”
She continues, “The partnership between NASASPS and SAN has resulted in NASASPS being able to connect with more institutions and allowing the NASASPS members to get to know the institutions and their personnel. The relationships built because of the synergy that NASASPS and SAN have created benefits for all, whether it is in formal conference sessions or the ability to ask and answer questions ‘off-line’ in a more relaxed, one-on-one setting.”
“NASASPS and NC-SARA have also worked together. Several years ago, we coordinated the NASASPS fall workshop and NC-SARA SPE conference to run back-to-back so that state regulators could combine travel. We hope to do this again in the future. NC-SARA staff have been invited to attend the NASASPS conference and present for several years. It is always valuable to have NC-SARA staff provide updates and explain any changes on the horizon. We appreciate the time NC-SARA staff has taken to join us to provide information.”
“NASASPS opened up its regular membership to SARA SPEs within the last two years. Feedback from several SPEs has indicated that attending NASASPS events allows them to learn more about state regulations that they may not get within their state, especially if the SPE is not part of the state higher education agency and therefore does not have a lot of contact with their state colleagues. NASASPS is enriched by having these SPEs as regular members.”
Concluding Thoughts
SARA offers significant benefits to both institutions and students. It provides a more streamlined and consistent approach to state authorization, allowing institutions to expand their reach and students to access a broader range of programs while maintaining high standards of quality and accountability. Ultimately, SARA fosters a more accessible and efficient higher education landscape for distance education.
SAN provides institutions with an efficient, centralized way to navigate the complex landscape of state authorization, particularly for distance education programs. By offering streamlined processes, resources, real-time updates, and a platform for collaboration, SAN helps institutions save time, reduce costs, stay compliant with state regulations, and confidently offer students a broader range of educational opportunities.
Both NC-SARA and SAN are national leaders in distance education compliance. These organizations are widely recognized for their expertise and collaboration. As trusted neutral parties, NC-SARA and SAN will continue to work with stakeholders to address complex distance education compliance issues and deliver viable solutions.
This post was written by Sarah Levy, NC-SARA, and Jana Walser-Smith, SAN
T’was the final weeks of December when most of higher education was not stirring – except for the U.S. Department of Education (Department). The Department was preparing gifts announcements finalizing the regulatory issues from the Winter 2024 rulemaking.
In late December, the Department released two important announcements:
These announcements separate the Winter 2024 issue areas discussed during negotiated rulemaking into two groups.
1 – Formal End of State Authorization, Cash Management, and Accreditation Rulemaking Process
This termination announcement formally ends the rulemaking for the issue areas of State Authorization, Cash Management, and Accreditation. In order for new rules on these issues to move forward, a new rulemaking must be initiated to develop or amend regulations on these issue areas.
2 – Release of the final regulations for Distance Education, Return to Title IV (R2T4), and TRIO Programs
The second announcement is the release of the final regulations for Distance Education, Return to Title IV (R2T4), and TRIO Programs. It is important to note that several provisions, which many of you addressed in your public comments, were removed from the final regulations. The Department did not include final regulations requiring distance education attendance taking, ineligibility of Title IV aid for asynchronous clock hour programs, and the definition of virtual location.
The Department acknowledged that the receipt of so many public comments during the 30-day comment period influenced the final regulations. Despite the Department’s belief that 30 days is adequate, we appreciate the community coming together so quickly despite the brevity of time.
Rulemaking Process Recap
The Department convened a negotiated rulemaking committee that met in Winter 2024 on the six issue areas shared above. At the end of the committee meetings in March 2024, the committee members did not come to an agreement (consensus) on the language of new and amended rules, except for the TRIO programs. When there is no consensus from the committee, the Department then writes the proposed rules.
In July 2024, the Department released proposed regulations on three of the six issue areas:
Distance Education,
Return to Title IV, and
TRIO programs.
Upon release of the proposed regulations, the public was invited to participate in a 30-day public comment. After the public comment, the regulatory process included the Department’s review of all public comments, development of responses, and writing of the final rules. On December 9, 2024, the final draft package of regulations was sent for the executive branch review by the Office of Management and Budget (OMB) Office of Information and Regulatory Affairs (OIRA). This served as the last step before final regulations were publicly released. Despite a process to include public testimony for the OIRA Review called an EO 12866 meeting, OMB canceled the SAN and WCET request for a meeting. We observed on the OMB/OIRA website that no EO 12866 meetings were taken on this final regulatory package. Final regulations were released as the unofficial version on December 30, 2024, and published in the Federal Register on January 3, 2025. The effective date of the regulations is July 1, 2026. However, the distance education data reporting into the National Student Loan Data System (NSLDS) will not be required until July 1, 2027.
The remaining issues of State Authorization, Accreditation, and Cash Management did not move forward in the regulatory process, and no proposed rules were released. These issue areas are now formally discontinued from the rulemaking process and would require new negotiated rulemaking on the issues for any changes to existing regulations.
Analysis of Program Integrity and Institutional Quality: Distance Education and Return of Title IV, HEA Funds – New Rules
The Department indicated in the preamble of the Federal Register announcement that public comments persuaded them not to finalize provisions related to the definition of virtual location, ineligibility of asynchronous clock hour programs for Title IV aid, and required distance education attendance taking. To be clear, there are no new regulations on those provisions listed above.
New Final Provisions –
Definition of Distance Education Course (34 CFR 600.2)
New Language-
A course in which instruction takes place exclusively as described in the definition of distance education in this section notwithstanding in-person non-instructional requirements, including orientation, testing, and academic support services.
The purpose of the new definition of Distance Education Course is to clarify what in-person non-instructional requirements that are to be considered as part of a distance education course.
The term “residency experiences” was removed from the proposed regulations version of the definition. The Department acknowledged public comments expressing that a definition that included “residency experiences” would be inconsistent with the IPEDs definition of a distance education course and could create confusion because “residency experience” indicates an undefined period for in-person coursework in a particular class.
Reporting Enrollment in Distance Education or Correspondence Courses (34 CFR 668.41 (h))
New Language-
(h) Reporting of student enrollment in distance education or correspondence courses. For each recipient of title IV, HEA assistance at the institution, the institution must report to the Secretary, in accordance with procedures established by the Secretary, the recipient’s enrollment in distance education or correspondence courses.
The purpose of the reporting was expressed in the preamble, “It is the Department’s belief that all parties—the Department, Congress, researchers, institutions, students, and the general public—can benefit when they have program outcome data by modality when making decisions.” The Department indicated that the final rules set an implementation date of July 1, 2027, to require institutions to report this information to the National Student Loan Data System (NSLDS).
The Department received public comments expressing concern over the possibility of future data analyses that might look at the effectiveness of a modality without also taking into consideration other student characteristics that might impact student success. Commenters shared that additional factors must be considered to address differences in the student populations. Although not stated in regulation, the Department assures the public in the preamble that a variety of demographic factors would be considered when developing policies around distance education. Specifically, the Department states, “With respect to the use after collection, the Department would not evaluate information about distance education in a vacuum.” We welcome the new data collection and are pleased to see the Department take our and others’ comments that nuanced analysis of any student success data is needed. We look forward to working with the Department and the distance education community in developing nuanced research on all the characteristics that can impact student success in various modalities.
Determination of Withdrawal Status (34 CFR 668.22(b)(2)) – 14-day rule
Amended Language–
(b) * * * (2) An institution must, within 14 days of a student’s last date of attendance, document a student’s withdrawal date determined in accordance with paragraph (b)(1) of this section and maintain the documentation as of the date of the institution’s determination that the student withdrew.
The purpose of this 14-day rule is to set a regulatory timeframe to document a student’s withdrawal for purposes of returning Title IV funds. The preamble indicates that the Department is codifying in regulation what has been in guidance since the 2005-06 award year for institutions that are required to take attendance. This requirement applies regardless of modality.
The Department indicates that this provision of the 14-day time frame only applies to institutions required to take attendance under 34 CFR 668.22 (b)(3). Commenters, who were primarily concerned about the proposed requirement for distance education attendance-taking, expressed concern about this 14-day provision. The commenters interpreted that the proposed regulation directed that a student must be administratively withdrawn after 14 days of non-attendance. The Department dismissed this notion by indicating that guidance (not cited) directs that the institution has an additional 45 days before any calculated return must be made. Further, if the student returns within that 45-day time frame, no further action is required. We are pleased to see the Department provide this clarification and that institutions would not be required to administratively withdraw a student after 14 days of non-attendance.
Future of the Rules
The future of the rules and provisions raised during the Winter 2024 rulemaking will fall into two general categories.
First, a new negotiated rulemaking would provide a future pathway to create new or amended rules for State Authorization, Cash Management, and Accreditation. Additionally, all provisions not finalized from the proposed regulations for Distance Education, Return to Title IV, and TRIO Programs can only be raised again through a new negotiated rulemaking. The Department indicated that further assessment and evaluation would benefit the possible future development of regulations on these issues.
Second, the final regulations announced in the Federal Register on January 3, 2025, will become effective on July 1, 2026, with the data reporting regulations effective as of July 1, 2027. The new administration does have access to tools to deregulate. As previously discussed, regulatory challenges could occur through the Congressional Review Act, Executive Orders, and possible court challenges. Additionally, the next administration could initiate a new negotiated rulemaking.
However, institutions must prepare for compliance with new regulations and continue compliance with existing regulations despite discussions of potential deregulation. As we have maintained, the rules are the rules until they are no longer the rules. WCET and SAN will continue to follow and report to you any activities that affect new or existing regulations.
Final Thoughts
We are glad to see the finalization of the Winter 2024 rulemaking process. The final regulations appear to address concerns raised by our public comments and those of our members. To be clear, SAN and WCET maintain a common goal with the Department to ensure student protection and success. Our initial concerns, which we raised in our public comment at the outset of this rulemaking in April 2023, included:
Additional consumer protections are needed, but they need to be targeted to the areas of risk rather than targeting all of distance education.
All instructional modalities should be treated the same.
The Department should provide clear and concise regulatory language.
Thank you to all who provided input during this negotiated rulemaking process to help us elevate your views to the Department. WCET and SAN will continue to monitor the developments and report them to you. Stay tuned!
This post was written by Cheryl Dowd and Van Davis, WCET
Every few years, WICHE (WCET’s parent organization) publishes a pivotal analysis of high school graduate projections for the United States. This analysis, presented in WICHE’s Knocking at the College Door report, tells the story of shifting demographics, evolving opportunities, and the need to adapt to meet students wherever they are.
Of key interest this year – the most recent publication is the first Knocking report published post-COVID-19 pandemic. It takes into account new workforce demands and challenges of equity and access in higher education.
Today, we’re excited to give you a quick overview of the new report, plus some thoughts we had during WICHE’s webcast announcing the release, which took place on December 11, 2024.
Incredible interactive data visualizations from the team at WICHE where you can explore data behind the key findings (such as profiles by geographic location, regional variation under national trends, a COVID-19 impact visualization, and more) – wiche.edu/knocking/data-visualizations/
PRIMARY FINDINGS!
This year’s Knocking at the College Door reports five primary findings – here are our thoughts on each of those. See the report for more details on each of these.
In 2025, the total number of high school graduates is projected to be 3.9 million students yet the number of graduates is projected to decrease to 3.37 million by 2041.
This trend is primarily driven by a decrease in birth and fertility rates that closely parallels the projected decrease in high school graduates.
High school retention and completion rates, as measured through graduation rates, are projected to be stable.
The number of White high school graduates is projected to decrease by 26% by 2041, while the number of Black graduates is projected to decline by 22%. Hispanic graduates are projected to increase by 16%, and Multiracial graduates are projected to increase by 68%.
Students identifying as American Indian/Alaska Native graduates are projected to decline by 41%, from 30,000 in 2023 down to 18,000 in 2041. Additionally, the number of Asian/Native Hawaiian and other Pacific Islander graduates is projected to decrease by 8% – 10%.
While the number of high school graduates in the South is projected to increase from 1.4 million to 1.5 million by 2041, Western graduates are projected to decrease from 934,000 to 745,000, Midwestern graduates from 768,000 to 639,000, and Northeastern graduates from 612,000 to 518,000.
While the “enrollment cliff” is an often-used metaphor – the report’s authors advise that the reality will be a slower and steadier shift of student demographics, which will have important implications on higher education, workforce training, and state and federal government.
WHAT CAN HIGHER EDUCATION DO
As stated in the report, “Despite these worrying trends, a peak then decline in the number of high school graduates need not spell doom for institutions across the country…” (Knocking, 66).
The report’s authors were careful to emphasize that higher education has some agency despite the projected decline in enrollment.
They suggested several evidence-based practices that could lead to improved higher education enrollment and graduation rates. For example, a 5% increase in the college-going rate for recent high school graduates could begin to offset the projected college enrollment decline.
Enhanced student advising and financial aid programs like the CUNY ASAP program and Montana 10.
Early admissions programs.
Informing students of their financial aid packages earlier in the admissions process.
Prior learning assessment that provides learners with experiential credit for adult students.
“Z Degree” programs that leverage open educational resources to provide zero learning material cost degrees.
Basic needs programs and benefit navigator programs like the Oregon program.
Final Thoughts
In addition to the report and its interactive dashboards, WICHE is also planning to analyze high school graduation data for the American Territories and Freely Associated States and examine the impact of gender on the projections. Additionally, a webinar series on evidence-based interventions is being planned for 2025. Make sure to check the Knocking at the College Door website for more information on future analysis and events.
All of us at WCET congratulate the team behind this year’s Knocking at the College Door report – as always you’ve delivered the higher education community vital information to help us all better understand how we can best support students moving forward.
In my role here at WCET, I’m always inspired by the innovative ways institutions tackle challenges to support their students. For rural colleges, overcoming barriers like limited broadband and digital literacy requires creativity, resilience, and the right tools. Originally from Idaho and now living in Montana, I’m particularly interested in how our more rural institutions face such issues.
Today I’m happy to welcome Rachael Hardiek with BibliU, who dives into how rural institutions are reimagining education with tech-enhanced solutions, ensuring students in even the most remote areas can succeed. These solutions include designing learning materials in a mobile-first mindset and supporting new digital literacy programs.
For rural colleges, offering high-quality education often hinges on one thing: access. For students in remote areas, physical distance, limited broadband, and digital literacy challenges can turn the simple act of attending class into a feat of endurance.
But today, advancements in technology are rewriting the educational narrative for rural students. By harnessing tech-enhanced learning tools, colleges in rural areas are expanding the reach of their programs, creating flexibility, and fostering student success in innovative ways.
This shift goes beyond integrating technology—it’s about rethinking education to serve every student, everywhere.
The Connectivity Conundrum
For many rural students, connectivity remains a formidable obstacle. Despite recent advances, millions of Americans in rural areas still lack reliable, high-speed internet, especially in remote or mountainous regions. Students in these situations can struggle to access online courses, complete assignments, or even communicate with instructors. This connectivity gap has a ripple effect, impacting educational engagement, retention, and outcomes.
Additionally, limited internet access often compounds the device access gap. For some students, mobile phones are the only connection to online resources, while laptops and tablets remain out of reach. Rural colleges, therefore, need solutions that are mobile-friendly and bandwidth-conscious to ensure students can stay engaged, regardless of their connectivity or equipment.
Digital Learning tools and applications can be used to help students gain access to a wide-array of educational material. It’s important that these tools work seamlessly across devices and are accessible even on mobile networks so that limited internet doesn’t limit the learning experience.
Making Mobile Learning Work
To bridge the tech divide, rural colleges can lean into mobile-optimized content. Mobile networks are often more reliable in areas with inconsistent broadband, with smartphone access common even in some of the most isolated areas. As current trends in highereducation show, mobile device ownership is becoming even more extensive. By focusing on mobile-enabled solutions, rural colleges can make it possible for students to study anywhere, anytime.
Platforms like BibliU play a pivotal role in supporting flexibility by offering digital textbooks and resources that students can easily access with just a mobile device. The shift from physical textbooks to digital-first resources is a game-changer for rural students. It lightens their load, reduces costs, and—importantly—opens up learning for those who rely on mobile data. By optimizing for mobile, rural institutions can ensure that students with limited internet or device access are not left behind.
Many rural colleges and their partner organizations are developing digital literacyprograms that target the unique needs of their students. From workshops on navigating online classrooms to security skills, these programs build a solid foundation that empowers students to learn and engage. Faculty training is equally important in this endeavor. Colleges that offer continuous professional development in digital skills ensure that faculty can confidently integrate tech into their teaching and support students in doing the same.
A vendor like BibliU that offers additional training and support throughout the transition to digital resources is imperative for ensuring success across campus. With BibliU, students and faculty have access to resources they can understand and use confidently. The platform is designed to be intuitive, requiring minimal setup or advanced technical knowledge—ideal for students who are becoming increasingly comfortable with digital tools.
Flexible Learning Models for Every Schedule
For many rural students, balancing family responsibilities, jobs, and class schedules is part of everyday life. Flexibility, therefore, is essential. That’s why many rural colleges are embracing hybrid and blended learning models that offer students the freedom to attend classes in ways that fit their lives. Hybrid learning combines online and in-person instruction, while blended models allow students to engage in real-time or catch up later on their own schedules.
Asynchronous learning options can make a significant difference for students with non-traditional schedules or limited internet at certain times. Colleges are also implementing low-bandwidth solutions that reduce data needs, such as downloadable resources and compressed video content, so that connectivity issues won’t interrupt learning.
Charting a Path to a More Connected Future
The potential of tech-enhanced learning for rural colleges is vast, and new developments in technology promise even greater access. As 5G and satellite internet services expand, connectivity gaps in remote areas could begin to close, bringing a new wave of opportunity. For rural colleges, the future holds the promise of even more immersive learning tools like virtual reality (VR), which can simulate hands-on experiences in ways previously impossible in a remote setting.
Creating a tech-forward educational model that is inclusive and flexible requires funding and thoughtful policy. Rural colleges can’t do it alone; they need targeted support, whether from state programs, federal initiatives, or private grants, to fully develop the tech infrastructure necessary for digital learning.
Partners like BibliU are essential in this journey, offering scalable digital resources that are accessible, affordable, and easy to implement. By supporting rural colleges in providing digital-first, cost-effective course materials, BibliU is helping students access essential learning resources and achieve success from day one.
We use cookies to ensure that we give you the best experience on our website. If you continue to use this site we will assume that you are happy with it.OK
