More broadly, venture funding in the sector has been on a sharp two-year decline, after a recent-year peak in 2021. Total funding committed year-to-date August 2023 is down roughly two-thirds compared to the same period in 2022.

“While global venture funding is down across the board, education has been a bit harder-hit than most other sectors,” adds Crunchbase’s Joanna Glasner. “Potential exacerbating issues include high-profile disappointments in the edtech unicorn crowd, some reversal of the pandemic-driven boost in online learning, and a weak exit environment.”

Even a couple of years ago, a number of high-profile EdTech players went through splashy and successful Initial Public Offerings (IPOs), including Coursera and Duolingo. But there have been few notable transitions from venture to public financing since.

HolonIQ maintains (companies with a valuation of US$1 billion or more), and it is showing the effects of a more conservative investment climate as well. Valuations have been adjusted downward for several firms this year, to the point that 12 companies fell off the HolonIQ list during a January 2023 valuation review. Even so, the current edition of the unicorn list (as of 1 March 2023) contains 30 companies from around the world, collectively valued at US$89 billion.

“Taking a breath before a powerful re-boost”

The venture capital world may be taking a gap year this year, but the overall outlook for the EdTEch sector – and for technology as a major driver of global growth in education – remains extremely strong.

Most forecasters in the sector through the rest of this decade. In fact, technology is expected to continue to drive growth in educational services globally, in large part by reducing costs and opening up greater access to learning.

“Education is experiencing the biggest evolution since the printing press was invented in the 15th century,” says Stephen Byrd, Morgan Stanley’s Global Head of Sustainability Research. “Today, as then, the use of technology in education allows faster spread of information and democratises learning. It enables a myriad of new methodologies that improve the quality of learning, and it makes the educational system more efficient and less costly.”

“Despite the recent setbacks and slowdowns, the EdTech industry is just taking a breath before a powerful re-boost,” adds 8allocate, a software engineering firm specialised in EdTech.

Looking ahead, industry watchers expect continued investment and growth in the following key tech sectors.

Big data: Data-driven platforms, such as or – that use analytics to personalize and tune learning for individual students.

Artificial intelligence: AI has become the must-have ingredient for buzz-worthy start-ups this year, and while not all contenders are really making the most of AI, there are some clear standouts in this category as well. , for example, uses AI to help boost language learning. And the online tutoring platform is leaning on AI to build a lesson plan engine trained on local school curriculum in markets around the world.

Mobile learning: Mobile devices are perhaps the ultimate touchpoint for boosting access to education, as they are nearly ubiquitous in both developed and developing economies.

Tutoring: A number of new services are springing up to help boost student learning and fill systemic gaps in K-12 and otherwise. These platforms typically combine a number of important EdTech factors, such as AI, mobile, virtual or augmented reality, and gamification, to deliver more engaging and personalised learning supports. Examples in this burgeoning space include the language tutoring platform and the K-12-focused .

For additional background, please see:

• “Online programme manager (OPM) market under pressure this year“
• “What will ChatGPT and the next generation of AI tools mean for international education?“
• “șÚÁÏčÙÍű Podcast: Digital transformation in international education“

The post EdTech investment cooling in 2023 but growth outlook remains strong appeared first on șÚÁÏčÙÍű Monitor - Market intelligence for international student recruitment.

The announcement is perhaps the highest-profile example of the fallout from the Chinese government’s introduction, in summer 2021, of sweeping regulations (called the shuangjian reforms) to curtail private and online tutoring for Chinese children in the country.

The reforms are to be imposed by local governments, and Shanghai, Beijing, and Guangzhou were the initial megacities to introduce the new rules.

Founded in 2013 by Cindy Ma, quickly became one of the world’s most valuable online education companies – notes that it had managed “200 times growth in the past four years.” Among its achievements, VIPKid was named one of the world’s most innovative companies in 2018 and 2019 by Fast Company and Glassdoor called it one of the Best Places to Work in 2019. Its main source of revenue has come from hosting live, one-on-one language lessons between native English speakers, many of whom are American, and children in China.

VIPKid intends to continue tutoring adults in China (the shuangjian bans do not extend to adult tutoring) and has also partnered with American company as part of a new growth strategy to compensate for the steep loss in the Chinese market.

Background

Last summer, the Chinese government banned companies offering tutoring services around academic subjects in China’s National Curriculum from making profits, raising capital through stock markets, or going public. To keep operating in China, they were told to switch to a non-profit organisational model.

Most seriously for foreign firms and Chinese firms delivering services via a foreign affiliate, overseas investment in online and private tutoring operations for school-aged children was banned as was the hiring of foreign instructors operating outside of China.

Also forbidden is any curriculum-based tutoring of compulsory subjects that happens during vacations or weekends, regardless of whether the tutor is Chinese or foreign, a ban that is having the effect, so far, of prompting many families to squeeze even more studying into the normal school week.

The official reasons for the regulations included:

• Stopping education operations from putting profits ahead of the welfare of students. One-on-one private tutoring fees are often about US$200 an hour.
• Reducing financial pressure on middle- and upper-middle-class families that are contributing to low birth rates (i.e., because having more children is obviously more expensive). In May, China announced that parents can now have up to three children. Previously the cap had been two children.
• Alleviating the anxiety of parents and children who face incredible competition in school and the economy – there is even a term, Jiwa, which means “chicken baby” that as Reuters notes, “refers to children pumped with extracurricular classes and energy-boosting ‘chicken blood’ by anxious parents.”

But as EdSurge notes, it is also possible that the Chinese government wanted to cut the ties between American tutors and Chinese children:

“As tensions between the United States and China escalate, many observers speculate that the Chinese government wanted to curtail Western influence on its youngest minds.”

Another motivation, says the New York Times, is likely the Chinese government’s growing alarm at the power of private technology giants:

“Beijing’s crackdown on private education is a new facet of its campaign to toughen regulation on corporate China, an effort driven in part by the party’s desire to show its most powerful technology giants who is boss.”

Many companies are closing down as a result of the new regulations

Many other tutoring companies have collapsed (e.g., GoGoKid) or are winding down operations in China (Magic Ears, QKids, Landi English and others), and foreign tutors, many of whom are North American, are reeling from the loss of income. In 2019, for example, 100,000 American and Canadian tutors were on contract with VIPKid to tutor 600,000 children in China. EdSurge notes that many of the tutors were teachers “who didn’t make enough money in the classroom alone to cover the bills.”

VIPKid’s contracted teachers are feeling the financial pinch of losing tutoring income, and some are expressing sadness at losing long-term connections with Chinese students and their families. That said, interviewed tutors who said they understand the Chinese government’s stated mission of relieving the anxiety of Chinese children as well. Anna Whitehead provided an example of the stress facing Chinese children: “I have one student who said, on a Saturday, ‘I have 13 hours’ worth of class today.’ “I said, ‘Wow,’ and she said, ‘Oh, it’s not so bad. I have a friend who has 17 hours.’”

Another tutor, Quinones Robinson, said that it was “difficult to watch” a five-year-old struggle through his nighttime lesson: “He was exhausted. He was falling asleep. These kids are worked so hard. 
 Part of me thinks this will be good for them.”

Skepticism that reforms will ease families’ burdens

There are many who are skeptical that the new regulations will relieve the education-related stress felt by Chinese families. The New York Times notes that parents and experts believe that “the wealthy will simply hire expensive private tutors, making education even more competitive and ultimately widening China’s yawning wealth gap.”

Siqi Tu, a postdoctoral research fellow at the Max Planck Institute for the Study of Religious and Ethnic Diversity in Göttingen, Germany, told the Times that if the pressure around the ultra-competitive gaokao (the single exam children begin studying for “even before they can write”) isn’t lessened “it’s hard to change specific practices” such as expensive and exhausting tutoring on top of normal classes.

In fact, parents told Chinese media outlet Sixth Tone that the new regulations are heightening their anxiety instead of lessening it:

“As their children’s schedules are more exhausting than ever, parents themselves are in a frenzied free-for-all to secure spots at a shrinking number of extra-curricular classes. To many, actually reducing their child’s after-school activities is not an option.”

Sixth Tone conducted interviews with nearly 30 families in Shanghai and Beijing which revealed that,

“The vast majority (92%) vowed to continue seeking out extra courses for their children. Three out of four said that the policies, instead of making it easier to raise children, have only made their lives more stressful.”

For additional background, please see:

• “Sweeping new rules ban for-profit school tutoring in China”
• “Chinese border to remain closed until second half of 2022”

The post Edtech giant VIPKid gives up its massive stake in China appeared first on șÚÁÏčÙÍű Monitor - Market intelligence for international student recruitment.

These new platforms are designed to solve a number of issues that teachers, parents, and students have encountered during COVID, including:

• Huge class sizes in which students often don’t feel comfortable, or even capable, of asking questions or interacting with their peers;
• Engagement problems – such as students becoming bored, distracted, or frustrated – that instructors either can’t see or can’t really address;
• Teaching done mainly through virtual presentations or lectures with little room for class participation or group work – a format that can be boring and one-dimensional for students sitting at home without the energy that comes from being in a physical classroom;
• Instructors feeling overwhelmed trying to connect with students through technology that isn’t built for teaching and learning.

A simple solution

is building teaching tools on top of the now well-established Zoom platform. It is designed for K-12 as well as higher education providers, and with simplicity in mind in order to maximise uptake among schools and teachers. This uptake is further assured because so many schools are already using Zoom; there’s a familiarity built into the concept. Features include new tools for:

• Taking attendance;
• Monitoring participation;
• Facilitating group discussion;
• Organising students by a seating chart;
• Handing out assignments;
• Giving a quiz;
• Enabling teachers to chat one-on-one with a student without interrupting other students.

All these capabilities happen within Zoom platform, so teachers don’t have to worry about integrating multiple technologies as they teach. The starting price is US$10,000 a year per school with prices scaling depending on the number of students in classes.

Class was founded by Michael Chasen, former CEO of and is operating on a US$46 million venture round raised through a dream team of investors including Bill Tai (an early investor in Zoom) as well as Emergence Capital, GSV Ventures, Owl Ventures, and Reach Capital. Class expects to have 200 employees by the end of 2021.

Facilitating group work

, a videoconferencing platform for higher education, was created in California by the co-founder of Coursera (recently valued at US$2.5 billion), Daphne Koller, as well as her husband Dan Avida, Jamie Nacht Farrell, and Serge Plotkin. The idea for the startup came from Ms Koller and Mr Avida watching their teenage daughters learning on Zoom last year. Ms Koller told that, “We caught one of them in the middle of class playing Sims, and the other one watching a Netflix video 
 we started talking about how great the need was for something other than Zoom.”

The startup has raised at least US$14.5 million, and it stands out especially because it addresses the major problems of large class sizes and limited group interaction. There is more of a learning curve for teachers compared to platforms like Zoom, but the founders say the greater complexity is worth it because of what Engageli allows professors and students to do.

Engageli uses a “table” metaphor that allows professors to break students into small groups of 10 or fewer students who then work together on projects. Professors can come in and sit at the table to help out and keep everyone on track, and they’re more able to see how students are doing because they’re looking at a small group of students’ faces – not an entire classroom.

There’s also a neat study aid integrated into Engageli. Within the platform, students can screenshot slides and write notes on them, and these slides are hyperlinked so students can go back to the live recording associated with their note.

Engageli includes some of the same engagement features as Class such as the ability to give quizzes and polls and to see how students are participating individually and in groups. It is also built with the way students really interact with each other in mind – for example, it allows students to text each other or the entire class as they work, and students can also send the professor emojis to quickly communicate if they are having trouble understanding something or needing help.

Not trying to replicate the in-class environment

has raised US$130 million so far and is based on delivering content through pre-recorded video. CEO Mike Silagadze says that Top Hat experimented with a virtual classroom concept initially, but “very quickly learned that it was fundamentally just the wrong strategy.”

Top Hat embraces asynchronous content delivery and is particularly interesting for international learners across time zones: Mr Silagadze believes that “nobody wants to stare at a screen and then have the restraint of having to show up at a previous pre-prescribed time.” He thinks that after COVID, universities are going to embrace the hybrid model: they’ll invest heavily in the instruction and experience students can get in person and use online tools to supplement face-to-face learning.

Top Hat digitises textbooks – but in an interactive way, with polls and interactive graphics embedded in the text. The company also launched a complementary product last year called Community, which is a virtual meeting space for teachers and students to connect and discuss assignments; it has private channels as well for one-one-one conversations.

By teachers, for teachers

was created in the US “by teachers, for teachers” by Dr Narine Hall, a Data Science and Machine Learning professor at Champlain College. Ms Hall says, “In the spring, when I was trying to do teamwork in the classroom, it was nearly impossible. So I decided to sit down and code a solution myself.”

InSpace (now a private company) allows students and professors to move around their virtual classroom, zoom in and out, and adjust audio settings. Instead of being fixed in a “Brady Bunch” box like in Zoom, students and professors are represented in a little circle with their photo in it and they can click and drag this circle around the classroom to participate in labs or discussions. When they move closer to someone or a group, they hear that person or group more clearly as if they were really sitting beside them, and when they move away, that conversation fades away so they can find new groups with which to interact. InSpace also allows for breakout rooms.

Dr Wibesa Wollega, an assistant professor at Colorado State University Pueblo, says he likes InSpace because its features “are designed to represent the coziness of a classroom environment especially with the ease of moving around the classroom.”

Ms Hall told ,

“You can freely move around and feel the space. You get social cues through movement of video circles, like when I come close to someone, they know I want to talk to them. It’s a socially sensitive platform.”

For additional background, please see:

• “Demand for online learning and alternative credentials surges during COVID-19”
• “șÚÁÏčÙÍű Exchange podcast: What is the outlook for online learning in higher education?”

The post New edtech startups aim to reinvent the online classroom appeared first on șÚÁÏčÙÍű Monitor - Market intelligence for international student recruitment.

This year the report, NMC Horizon Report: 2016 Higher Education Edition, developed in partnership with the EDUCAUSE Learning Initiative, was borne out of the discussions and research of 58 higher education experts across five continents and 16 countries. The report series itself has been running for more than 14 years, and is “the world’s longest-running exploration of emerging technology and uptake in education.”

The 2016 report addresses itself to a formidable challenge, noting:

“As educational technology is rapidly advancing and evolving, it is difficult to always discern when and how to properly implement it to foster real transformation.”

Certainly universities and colleges around the world are familiar with this challenge, and so it’s interesting to see the timeline on which the report pegs various emerging technologies – from BYOD (Bring Your Own Device) initiatives to blended learning and virtual reality – according to their likelihood of substantially changing the shape of higher education.

A summary of technology-related trends and challenges for higher education institutions through 2020. Source: New Media Consortium/EDUCAUSE

Different timeframes for different technologies

Focusing on the short term, the greater blending of informal and formal learning is considered to be a major trend that is already underway. The report uses the example of marketing students at Indiana University using Instagram to explore and share successful campaign ideas, and also looks at cases where universities are allowing students’ prior work/life experience to influence curriculum design.

Similarly, the report considers these technological innovations to be already shaping – or about to make a significant impact on – the way higher education is delivered:

• The Bring Your Own Device (BYOD) model – where students are able to integrate their own devices (particularly mobile devices) as learning tools in the classroom;
• Systems allowing student data and feedback to quickly influence teaching and curriculum.

These are mapped out along the “one year or less” end of the five-year timeline.

A little further in the future – two to three years – adoption of virtual and augmented reality as well as the reimagining of physical spaces for learning including the new concept of “makerspaces” are projected to exert a major influence on the shape of education.

The report’s experts estimate that affective computing (technologies that recognise and simulate human affect including empathy) and robotics may shape mainstream higher education toward the outer five-year mark.

Drivers of tech adoption in education

Common to all the technological innovations/disruptions is an understanding that higher education is on its way to being fundamentally reimagined. This is a result of:

• Students’ growing demands for their education to pave the way to solid jobs, and relatedly, their increasing willingness to consider options outside of traditional bachelor and post-graduate degrees;
• Lack of physical capacity in some countries (see recent articles on this situation in Kenya and Nigeria) to accommodate demand for higher education, which is also a driver of demand for online education;
• Declining domestic enrolments in universities and colleges in Western countries such as the US and the UK, due in part to demographic change;
• A growing entrepreneurial mindset among many students preparing for the fast-changing economy in which an increasing number of jobs demand the “middle skills” fostered by shorter-term – often vocational – diplomas and certificates;
• An expectation among students that education incorporate the digital world they are immersed in every day.

Regarding that last point, the report cites a study among 500 students by higher education-oriented technology firm that found that technology impacted university choice for .

The report notes:

“Students have expectations that higher education will mirror the information accessibility and immediacy of their connected lives.”

This is just one of the reasons that global enrolments in MOOCs surpassed 35 million in 2015. The user base for MOOCs roughly doubled in 2015 from what it was in 2014.

Policy, leadership, and practice

The report astutely observes that the adoption of emerging technologies in higher education comes down to an interplay among three points: policy, leadership, and practice. For example, analysts and researchers working in the higher education field have for several years been warning that the traditional university model is not sustainable, for all the reasons mentioned above and more. The NMC Horizon Report: 2016 Higher Education Edition notes that:

“Rethinking how institutions work is a long-term impact trend that requires governments to prioritise major education reforms that help colleges and universities structure themselves around increasing the employability of their students.”

In other words, this “impact trend” will not take full hold until national governments embrace it and enact policies to support institutions in reshaping themselves to better suit student demands. Over the past several years of reporting, we have seen increasing examples of governments moving in this direction, but the NMC Horizon report estimates that a large-scale movement that rethinks university and college structures is still some ways off.

Looking at the importance of leadership, the report notes that the ability to provide “deeper learning approaches that favour hands-on and student-centered experiences” is dependent on institutions being able to “prepare instructors for new roles as guides and mentors.”

And then we come to practice, where institutions’ level of success at remaining relevant to students’ changing expectations – e.g., related to technology and employability – depends on the environments they create for learning. The report refers to the most promising environments as “cultures of innovation,” which entail “deviating from hierarchical decision-making processes to promote collaborative strategies and incorporate student voices.”

The report cites several examples of cultures of innovation. Some of these hinge on an interdisciplinary approach to learning (e.g., involving several faculties/instructors in a programme of study). Others incorporate a recognition of how students are increasingly drawn to entrepreneurial careers into the way programmes are delivered. The report notes that,

“In the US alone, the number of formal entrepreneurial courses in higher education has grown exponentially over the past two decades with nearly 25% of today’s college students aspiring to be entrepreneurs.”

Toward long-term sustainability

The NMC Horizon Report: 2016 Higher Education Edition notes that new educational models such as hybrid learning and competency-based education (which awards credit to students based on their demonstrated competencies) have the potential to greatly affect the sustainability of institutions. This is because they allow an institution to:

• “Cater to consumer demand;
• Make college credentials more accessible;
• Design programmes that offer a better value proposition for learners at all stages.”

Just as promising is the “Education-as-a-Service” (EaaS) model, which is “a delivery system that unbundles the components of higher education, giving students the option to pay for only the courses they want and need.” One of the experts consulted for the report contends that the EaaS model paves the way for a “customer for life” mentality that “will retain students through services that make their skills obvious and accessible to their employers, making their return on tuition investment more immediate.”

The “customer” characterisation here – as opposed to “student” or “learner” – is bound to generate discussion all by itself. But the notion of attracting and retaining a “customer for life,” for most educators, is nevertheless a very compelling idea indeed.

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The 2015 New Media Consortium (NMC) Horizon Report points out that one in ten higher education students in the US were taking courses exclusively online as of 2012. An even higher percentage () were combining online and face-to-face classes. “Drawing from best practices in online and face-to-face methods, blended learning is on the rise at universities and colleges,” says the report.

A related commentary from Edudemic concurs and adds, “Blended learning may be the even bigger innovation to come of the shift to online learning, as it combines the benefits of the technology of online learning with the accessibility of working with teachers face-to-face. Access to more online resources in whatever format students learn from best, accessible wherever and whenever they want, enables better learning outside of the classroom. Add to that a greater availability of teachers once in the classroom and you have a powerful tool that provides students with the best of both worlds.”

According to a recent blog post in The Chronicle of Higher Education, online learning models have achieved greater prominence in recent years as elite universities – including many Ivy League schools in the US – have begun to more substantially adopt the tools and approaches of digital learning. The post outlines three major online trends that will figure into the future of higher education and which set the stage for the increasing footprint of blended learning programmes.

The first involves the rapid expansion of MOOCs – free online courses made accessible and available to everyone – as a way for elite universities to boost their brand and profile, particularly in overseas markets.

The second trend points to the growth in paid online courses for niche graduate programmes. The Yale School of Medicine, for example, recently began to offer an online version of its graduate programme for physicians’ assistants, a move that will allow it to better serve students in rural communities and expand its enrolment from 40 students to about 300.

A third trend – already well underway – is the expansion and integration of online and digital learning technologies within face-to-face undergraduate programmes.

But why pair digital learning with more traditional higher education modes, such as lectures, workshops, and classroom teaching? According to Susan Gautsch, Director of Online Learning at the USC Sol Price School of Public Policy, the combination of online and in-person learning is a way to reach students who couldn’t easily pursue a traditional, full-time, face-to-face programme.

“I think it certainly meets the needs of people’s lives,” Ms Gautsch said recently to US News, noting that many students who take blended learning classes at USC’s Sol Price School of Public Policy are professionals with full-time jobs and families.

Som Seng, Director of Marketing for UMassOnline, agrees and points out that for some students blended learning is a way back to higher education. “Blended learning can be a great resource for students who may have been out of school for an extended period of time,” he says. “It can be a natural transition between everyday life and returning to school.”

Boosting academic achievement

There are other important benefits to learning in a blended environment.

According to a recent study of the role technology plays in higher education, student achievement in blended learning environments is greater than in either online or face-to-face learning alone.

In part, the study points to how blended learning often involves additional time, instructional resources, and course elements encouraging interaction among learners.

Other benefits touted in blended learning programmes are the need for students to better plan ahead, and the ability for students to network more effectively with one another in blended programmes.

George Siemens, Executive Director of The University of Texas at Arlington’s Learning Innovation and Networked Knowledge Lab, is the lead author of the study, Preparing for the Digital University: A Review of the History and Current State of Distance, Blended, and Online Learning. His report offers an important perspective along with concrete strategies for higher education institutions as they prepare for the digital wave. It also emphasises the importance of drawing from learning sciences research in preparing new models of teaching, learning, and student assessment.

One of the main conclusions from the study is that although it seems certain that blended learning boosts academic achievement, the exact blended learning model that may be most effective remains unclear, and best practices are still in the process of being developed.

“Over the next decade, even the most conservative systems will begin to adopt to support student learning and university operation in general,” said Mr Siemens in a recent interview with the science news site Phys.org.

“To prepare for this transition, we need to first understand the research of learning in online/blended/distance spaces. This is essentially about building a foundation so that we can get past the ‘but does online learning work’ argument that often arises in the conversations. It works. Now, institutions must begin preparing their systems for the digital movement.”

Innovation and disruption

Many higher education institutions have already begun to expand their blended offerings, often collaborating with private and public sector partners in ways that may have been unimaginable only a few years ago.

In one high-profile example, Arizona State University (ASU) and edX, a MOOC partnership between MIT and Harvard, recently announced the , an initiative that will allow students to do their entire first year of an undergraduate programme online.

“The Global Freshman Academy will give learners anywhere in the world the opportunity to earn freshman-level university credit after successfully completing a series of digital immersion courses hosted on edX, designed and taught by leading scholars from ASU,” said an announcement on ASU’s website.

The business model for Global Freshman Academy is also innovative, not to mention potentially disruptive. Students will be charged US$200 per credit, but only if they want to earn credit for a course that they have already completed and passed. As edX CEO Anant Agarwal said recently to the technology news site Techcrunch, “This is the first time any MOOC provider will offer a curriculum of courses that any learner can take for free or for a small fee as a verified student if they pass the course.”

“This partnership is a strange-bedfellows example of how large universities can respond to the challenge of disruptive innovation,” adds a related commentary from the Brookings Institution.

“ASU is a major public university that has already smelled the coffee – teaming up with Starbucks to offer degrees for the company’s employees – while edX is a venture developed by two of America’s most prestigious institutions (Harvard and MIT). Expect more unusual partnerships like this in these turbulent times for American higher education.”

In another innovative example highlighted in The Chronicle, Peirce College, an institution in Philadelphia that caters to adult learners, will allow its students to switch back and forth between attending class in person or online, based on which is more convenient in any given week. The flexible delivery model will be offered in certain programmes this fall and will be extended across all of the college’s programme offerings by September 2016.

These are but two examples of many such programmes that are emerging in the US and elsewhere. As they suggest, however, blended learning models are quickly gaining more traction and prominence in higher education.

Flexibility, outcomes that are as good or better than those achieved in face-to-face learning, and the ability to innovate and collaborate are all key drivers in the growth of blended learning. As universities and colleges jostle for market share in increasingly competitive domestic and international markets, it seems clear that more institutions see the adoption of blended learning as a way to reach more students and to build a stronger competitive position in the process.

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