Written by: James DeVaney, Gideon Shimshon, Matthew Rascoff, and Jeff Maggioncalda
Published by: Harvard Business Publishing
MBA News Digest Comment: None.
Extracted Content: The staggering impact of COVID-19 on education systems around the world is unlike anything we have seen in the post-war era. More than 1.6 billion students have been affected, representing over 91% of all students in the world. Unsurprisingly, demand for online learning has skyrocketed. In the last 30 days, there were 10.3 million enrollments in courses on Coursera, up 644% from the same period last year.
Unable to deliver on-campus learning, universities have scrambled to provide academic continuity through “emergency remote teaching.” At this moment, universities are (rightly) focused on ensuring academic continuity for students, and in many cases that has meant relying on existing, ready-made, online courseware from other trusted, leading institutions into their curricula. Colleges can reference the vast set of remote teaching resources that leading universities have made available under Creative Commons, for example. Or consider the example of Duke Kunshan University in China, a partnership between Duke University and Wuhan University: Dealing early with the COVID-19 crisis, the school moved to remote teaching using Coursera for Campus. These measures, though effective, are stopgaps.