By Amanda Reeser Lawrence and Lucy M. Maulsby
With the ever-rising tide of online education now seeping into the sacred precincts of the American university campus—if not having broken the levees altogether—many academics find themselves struggling to adjust to the newly fluid landscape of higher education. Indeed the parallel to the effects of global warming is intentional and instructive. Academics, with responses ranging from Chicken Little sky-is-falling hysteria to willful disbelief, now confront the certainty of change along with uncertainty about the degree to which online tools will affect the structure and aims of college and university systems. Coverage in the academic press as well as the mainstream media reinforce the notion that education has become a battle ground and that the continuing investment in online courses has prompted a crisis, even as it has created opportunities.