Online Access

Minnesota State announced yesterday that one-fourth of the state's college credits will be earned through online courses by 2015. The move comes not too long after a recent study announcing increasing rates in online enrollment across the US.

It's no surprise that the wavering economy is cited as the source of these increasing rates. After all, online education not only provides greater access to students -- in the sense of geography and affordability -- but also saves government tax dollars, a sure incentive. But growth in online education is not a new issue, just as access and affordability are not new issues. What may be new is a growing recognition of online education, a noted barrier up until now.

Now, the biggest question seems to be concerning faculty. Instructors are reporting that online courses actually take more of their time to prepare for, raising questions about proper compensation. Yet everyone seems to agree that a model can be found, that faculty can make their way online to try to catch up with enrollment rates.

And it is this shift in concern, from recognition of degrees to faculty compensation, that best illustrates the growing movement of online education, more even than the staggering increases in rates of enrollment. And as this movement gains momentum, so too does accessibility.