Tag: Learners

  • Building a Better Transfer Experience for Modern Learners 

    Building a Better Transfer Experience for Modern Learners 

    In 2022, 36.8 million students under the age of 65 fell into the category of Some College, No Credential (SCNC)–a population that grew by nearly 3% year-over-year by 2024. These learners, who started but did not complete a credential, represent a growing population with significant potential for re-enrollment. Understanding their needs is essential to support their return to higher education.  

    For SCNC students, one key factor can significantly influence their decision to re-enroll—transfer credit policies. The Education Reengagement Report, conducted in collaboration with DegreeSight, provides a comprehensive overview of this subset of modern learners, uncovering key strategies to re-engage these students by addressing their unique needs, particularly surrounding maximization of previously earned credits and awareness of credit transfer policies. Explore the report’s findings to gain deeper insights into how institutions can effectively engage and support SCNC students on their path to completion.  

    Who are Some College, No Credential (SCNC) Modern Learners? 

     SCNC students represent a noteworthy portion of the Modern Learner population, and their unique profile merits deep consideration when developing approaches to re-engagement. For more insights into the challenges faced by stopped-out students and strategies to support their return, read our previous article on addressing their barriers. In the context of the Education Reengagment Report, SCNC students are defined as those seeking reenrollment or who have already reenrolled elsewhere.  Their experiences and motivations reflect diverse life experiences, making them a unique yet significant audience for higher education institutions.  

    SCNC students comprise of diverse demographic and professional profiles. Most are aged between 25-29 (66%), and a significant portion (33%) identify as first-generation college students. Their employment status also varies, with 59% working full-time, 20% employed part-time, and 16% not currently employed. Many SCNC students were previously enrolled in associate degree programs (43%), while others sought bachelor’s degrees (57%), reflecting a broad range of academic aspirations.  

    SCNC students pursue a wide range of academic interests, with certain fields emerging as particularly popular. The areas of study with the highest levels of enrollment for SCNC students include Business (24%), IT, Computers, and Technology (20%), and Health-related fields (13%). Additionally, learning format preferences reveal a demand for flexibility, with 47% favoring on-campus programs, 29% opting for hybrid options, and 20% preferring fully online programs. These findings emphasize the need for flexible program offerings to meet SCNC students’ varying needs and schedules. 

    Career advancement is a primary motivation for SCNC students when initially enrolling. Sixty percent enrolled in an undergraduate program to improve their earning potential or launch a new career, while 40% sought careers better aligned with their interests. Additionally, 30% pursued a degree as a next step following high school or technical school.  

    However, financial challenges, competing responsibilities, and various program limitations are common reasons for stopping out. Survey results show that the main barrier to continuing education for SCNC students is cost, with 32% citing it as their primary reason for stopping out. Other reasons include Covid-19 related reasoning (20%), lack of flexibility in the program (19%), and inability to use federal financial aid (15%).  Understanding these critical factors is essential for institutions looking to reengage this population. By addressing the root causes of their stop-outs, institutions can better connect with SCNC students and deliver personalized solutions to them. 

    The report surveyed both SCNC and transfer students. While these groups differ in some ways, they share similarities in their focus on career outcomes and expectations for the enrollment process.  

    The key difference to keep in mind include: 

    • Age: SCNC students tend to be older, with a median age of 37 compared to 31 for Transfer students  
    • Motivation: Transfer students top motivation stems from their career aspirations, while SCNC students place greater emphasis on program affordability 
    • Level of study: Transfer students are more likely to pursue bachelor’s degrees, while SCNC students often have a mix of associate and bachelor’s degree goals 

    Despite these differences, both groups share a unifying goal to leverage their existing credits to further their higher education career and achieve their personal and professional goals, making them a significant opportunity for higher education institutions.  

    Why are Transfer Credit Policies So Important for SCNC Modern Learners?

    Many SCNC students have already earned a decent number of college credits, with 32% having completed 16 to 30 credits, indicating that they have completed at least one semester of coursework. This progress underscores the importance of transfer credit policies easing their return to higher education. With the many notable reasons for stopping out, the barrier to re-entry only rises without clear credit transfer or support systems in place. For these students, the financial burden of repeating coursework and the desire for swift completion of their degrees are top priorities.  

    Survey data highlights the overwhelming importance students place on credit transfer policies. Ninety-three percent of SCNC students say that the number of transferrable credits impacts their enrollment decision, with 55% indicating it as a primary factor. Additionally, 36% of students rank credit acceptance as a key consideration in their reenrollment decision, second only to tuition cost (44%) and closely followed by the availability of online programs (35%).  

    Clear and favorable transfer credit policies not only can alleviate the financial pressures of reenrollment but can also expedite the path to graduation. However, navigating these policies is not a simple process for many students. Thirty-five percent of students report that understanding transfer credit policies is the most difficult part of the enrollment process, followed by getting previous credits transferred (34%) and completing financial aid forms (34%). Institutions should view this as a call to action to refine their policies and streamline processes, addressing these critical pain points to better meet student needs and enhance both enrollment and retention outcomes. 

    How Can Institutions Better Support SCNC Modern Learners with Transfer Credits?

    Supporting SCNC students requires institutions to prioritize transparency, personalized support, and flexibility—particularly where transfer credits are concerned.  Many SCNC students face unnecessarily complicated processes during their reenrollment processes, making it imperative for institutions to make their policies accessible.  

    To better meet this demographics’ varied needs, institutions can implement the following strategies to support SCNC students: 

    • Promote Transparent Transfer Policies

    Institutions should make transfer credit policies easy to understand and accessible across websites, marketing materials, and additional platforms. Clearly communicating how previous credits apply to degree requirements empowers students to make informed decisions.  Online tools like credit transfer calculators, chatbots for common inquiries, and infographics can further empower students to understand their credit situation and feel confident making enrollment decisions.  

    • Highlight Cost Savings and Financial Support: 

    To address cost barriers, institutions should clearly communicate how credit transfers reduce tuition expenses and emphasize available financial aid options. Offering flexible payment plans helps students manage their finances more readily, allowing them to focus on their education without financial stress. 

    • Provide Comprehensive Support Services: 

    Having a dedicated credit transfer advisor can make a pivotal difference in the SCNC enrollment experience. These advisors can help guide students in navigating complex processes, equipping them with vital information on financial aid options, available transferrable credits, and program pathways.  Support can be offered through online channels, advising, and assistance with application and registration processes. Partnering with EducationDynamics’ Enrollment Management Team can help institutions scale this support effectively. 

    • Expand Flexible Learning Options: 

    Expanding online and hybrid program offerings is crucial to supporting the growing SCNC population. These flexible formats can better serve SCNC lifestyles, as these students often juggle work and family responsibilities in addition to their course load. Flexible online and hybrid-based programs are imperative to be promoted to this population, as many have changed their learning modality from classroom-based to online or hybrid. By assessing current offerings and identifying areas of expansion, institutions can better support the needs of Modern Learners.  

    Unlock Opportunities for SCNC Student Success

    SCNC students have spoken—there is a clear need for institutions to adapt their policies and support services to meet their unique needs. By prioritizing clear transfer credit policies, personalized support, and flexible learning options, universities can attract this demographic while helping them achieve their academic goals. As institutions continue to navigate evolving enrollment challenges, adapting to the needs of SCNC students will be instrumental in building success and shaping the future of higher education.  

    Ready to reengage SCNC students? Explore how EDDY’s market research services help your institution effectively reach SCNC students and create successful pathways from re-enrollment to graduation.  

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  • For Adult Learners, College Means More Than Just Jobs and Wages

    For Adult Learners, College Means More Than Just Jobs and Wages

    Title: Multiple Meanings of College: How Adult Learners Make Sense of Postsecondary Education & Why It Matters

    Authors: Melanie Shimano and Becky Klein-Collins

    Source: Council for Adult and Experiential Learning, Stanford Pathways Network, and Strada Education Foundation

    When adults decide to go back to college, some people assume their motivations are purely economic—to get a better job, make more money, or move up the corporate ladder. However, a new study by Council for Adult and Experiential Learning, Stanford Pathways Network, and Strada Education Foundation challenges this narrow view. Researchers interviewed 120 adult learners and found that they have many different reasons for wanting a college degree.

    While most people said they wanted to advance their careers and make more money, they also had personal reasons that were just as important. For example, they want to:

    • Set a positive example for their children
    • Push back against racism and discrimination through educational attainment
    • Gain skills to better serve their communities
    • Fulfill a lifelong ambition and gain a sense of achievement
    • Grow as individuals by developing new capabilities and identities

    The people interviewed said support from their schools, employers, coworkers, friends, and family was key to their success. Programs designed for adults, caring advisers, and supportive loved ones made it easier to juggle school, work, and life. When asked if college was “worth it,” many said yes because of what they learned, how it helped their careers, and the personal goals they achieved. But some who took on a lot of debt or felt they weren’t learning enough had doubts.

    To serve adult students well, institutions should consider all the reasons they go back to school. Here are some key recommendations from the report:

    • Craft recruitment messages that resonate with a range of motivations beyond just economic benefits
    • Explicitly recognize and celebrate personal, familial, and civic goals in advising
    • Provide college credit for completion of alternative credentials to leverage the symbolic power of a college degree
    • Assess student success comprehensively, incorporating metrics like community involvement in addition to earnings

    While there is growing enthusiasm for alternative educational pathways, adult learners remind us that a college degree still holds significant value for Americans in many ways. As institutions work to create more paths to success, it is crucial to understand and build upon the multifaceted meaning of college for adult learners.

    Click here to read the full report.

    —Alex Zhao


    If you have any questions or comments about this blog post, please contact us.

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  • NCES Data Show Modern Learners Want Career Focused Degrees

    NCES Data Show Modern Learners Want Career Focused Degrees

    Brief

    The 2023 NCES completion data points to some interesting – and impactful – student trends that continue to paint a picture of a fundamentally changing set of priorities for the Modern Learner. Specifically, more students are moving towards degrees that have firm career outcomes, either in furthering their current career or starting a new endeavor.

    Institutions need to pay attention to these trends in order to prepare themselves for a radically different higher education market in the next 5-7 years. This includes prioritizing programs that align with the market’s appetite, as well as re-investing in the value proposition of programs that are currently declining in popularity.

    Other Highlights

    • Associate degree completions saw marked decline, which is notable considering the growth of Undergraduate Certificate completions. Students seem to be preferring certificates that can lead to employment opportunities.
    • STEM programs continue to either grow or remain stable, depending on the level of the degree. This was most notable at the Graduate level. As more jobs continue to require advanced degrees, this trend is set to only grow in importance.
    • Liberal Arts programs across all levels experienced significant YoY reductions in completions. Schools that are defined by their Liberal Arts programs will need to assess ways in which they continue to project relevance as the market shifts.
    • Undergraduate Health Profession programs also saw a decline, which goes against the commonly held belief that the labor market and these programs are continuing to grow. This is something that should definitely be monitored and evaluated, to ensure that institutions do not over-invest in a sector that may be slowing.

    2023 NCES Completions Data and the Changing Priorities of the Modern Learner

    The 2023 National Center for Education Statistics (NCES) completions data offers a rich and complex tapestry of insights into the trajectory that the Modern Learner is taking their education. As enrollment managers and marketers, it is our imperative to move beyond surface-level observations and delve into the intricate patterns and implications woven within these numbers. This data serves not merely as a historical record but as a powerful compass, guiding us towards a deeper understanding of the Modern Learner’s market demands, and the strategic decisions that will chart the course for institutions in the years to come.

    This year’s data unveils a series of significant shifts in student choices, reflecting both the evolving needs of the labor market and the lingering reverberations of the COVID-19 pandemic. We observe a notable decline in associate degree completions, particularly in general studies and humanities, while undergraduate certificates continue their upward trajectory. At the bachelor’s level, STEM fields remain stable, while other areas, especially those associated with traditional liberal arts programs, face headwinds. Graduate programs, particularly in STEM disciplines, are experiencing a surge in completions, and both undergraduate and graduate certificates continue to gain popularity.

    In this analysis, we will dive deep into the data, exploring the specific programs experiencing growth or decline, examining the multifaceted factors driving these trends, and discussing the profound implications for higher ed. We will delve into the remarkable growth in graduate programs and certificates, highlighting the increasing demand for advanced credentials in the labor market. We will also confront the undergraduate decline, exploring the potential impact of the COVID-19 pandemic and the looming 2025 enrollment cliff, with a particular focus on the challenges facing private non-profit liberal arts schools. By understanding these multifaceted trends and their interconnectedness, we can proactively adapt our strategies, ensuring that our institutions not only remain relevant and competitive but also thrive amidst a landscape in flux.

    Associate Degree: Trade Focused

    The 5% decline in associate degree completions is notable both in what programs dropped and which programs are continuing to see growth. The most significant drop emanates from Liberal Arts and Sciences, General Studies, and Humanities, programs that have historically served as a bridge to further education or a broad foundation for diverse career paths. 61% of the YoY decline were in this category. The decline in these areas, coupled with the simultaneous rise in undergraduate certificates, suggests a growing preference among students for more focused, career-oriented pathways that offer a faster and more tangible return on investment.

    This shift in student preferences is not surprising in the context of a rapidly changing labor market that increasingly values specialized skills and knowledge. Students are seeking educational pathways that provide them with a clear and direct route to employment and career advancement. In this environment, the perceived value of broad-based, general education programs may be diminishing.

    However, amidst this overall decline, we observe encouraging signs of growth in fields directly aligned with high-demand skills. Programs such as Construction Trades, Mechanic and Repair Technologies/Technicians, and Computer and Information Sciences and Support Services have all witnessed increases in completions. This trend underscores the enduring value of associate degrees that equip students with tangible, marketable skills, enabling them to seamlessly transition into the workforce and meet the demands of employers seeking skilled talent.

    Bachelor’s Degree: Value Proposition Challenges

    At the bachelor’s level, we encounter a mixed bag of stability and change. While STEM fields remain a stronghold, with only a negligible 0.07% dip, other areas, particularly those associated with traditional liberal arts programs, are facing challenges. The most pronounced decline occurs in Health Professions, a field traditionally associated with strong job prospects and stable growth. This decline, juxtaposed with the increase in master’s level completions in Health Professions, suggests a potential shift towards requiring advanced degrees for certain healthcare roles. This mirrors a broader trend of “graduate degree bloat” in the labor market, where employers increasingly demand advanced credentials for positions that previously required only a bachelor’s degree.

    The COVID-19 pandemic has undoubtedly exacerbated the challenges facing undergraduate programs. The disruption to traditional learning models, coupled with economic uncertainty and concerns about the value of a college degree, has led many students to reconsider their educational plans. The looming 2025 enrollment cliff, which predicts a significant drop in the number of high school graduates, further compounds these challenges, creating a perfect storm for undergraduate enrollment.

    Private non-profit liberal arts schools are particularly vulnerable in this environment. The growth areas in the undergraduate space are mainly concentrated in STEM programs, leaving liberal arts institutions grappling with declining enrollments and a need to reimagine their value proposition. Adapting to this changing landscape will require innovative approaches to curriculum design, student support, and career services. Tuition driven, liberal arts institutions must demonstrate the relevance and value of their programs in today’s world, not only highlighting the critical thinking, communication, and problem-solving skills that their graduates possess (which has always been their particular promise), but also their undergraduate’s career opportunities.

    Graduate Studies: Career Growth and Specialization

    Graduate programs, especially those in STEM disciplines, are experiencing a period of remarkable growth. The 51% and 25% surges in Computer and Information Science and Support Services and Engineering master’s completions, respectively, echo the trends at the bachelor’s level and underscore the premium placed on advanced technical expertise. The overall 30% rise in STEM master’s completions further solidifies this trend, reflecting the insatiable demand for skilled professionals in these fields.

    This surge in graduate completions aligns with the broader trend of graduate degree bloat (others might more favorably describe it as “expansion”) in the labor market. As certain industries and professions increasingly require advanced degrees for career advancement, we can anticipate continued growth in graduate programs, particularly in fields that offer a clear pathway to high-demand, well-paying jobs. This presents a significant opportunity for institutions to expand their graduate offerings and cater to the growing population of working professionals seeking to upskill and advance their careers.

    Graduate certificates are also experiencing growth, with a 2% increase in completions. The growth in fields like Computer and Information Technology, Psychology, and Engineering/Engineering-related Technologies/Technicians demonstrates the appeal of these focused credentials for professionals seeking to enhance their skill sets or transition into new careers. The flexibility and shorter duration of graduate certificates make them an attractive option for busy professionals who may not have the time or resources to pursue a full master’s degree – especially if the certificates are tied to a degree later.

    The flourishing graduate landscape presents a wealth of opportunities for institutions. Expanding graduate program offerings, enhancing online and hybrid learning options, and strategically marketing to working professionals are all essential strategies for capitalizing on this growth. The increasing popularity of graduate certificates also underscores the need for institutions to develop a diverse portfolio of graduate programs that cater to the varied needs and preferences of learners.

    Navigating the Data’s Implications for Engaging with the Modern Learner

    The 2023 NCES completions data provides a roadmap for navigating the complexities of the higher education landscape. The trends we’ve observed highlight the growing preference for career-focused programs, specialized credentials, and flexible learning options. They also underscore the challenges facing undergraduate programs, particularly in the liberal arts, in the wake of the COVID-19 pandemic and the approaching enrollment cliff.

    To thrive in this environment, institutions must be proactive, agile, and data-driven. The Modern Learner is looking for clear career outcomes – not just in program availability but in the flexibility that comes with balancing work with furthering education. They want to know exactly what they can expect from their investment of time and money to the program. Schools must also reimagine their programs, enhance student support services, and strategically market offerings to meet the evolving needs of learners and the demands of the labor market. They need to embrace innovation and explore new models of education that provide students with the skills and knowledge they need to succeed in the 21st century.

    For associate degree programs, this may involve a greater emphasis on career-focused pathways, stackable credentials, and partnerships with employers. Bachelor’s degree programs, especially in the liberal arts, may need to re-articulate their value proposition, highlighting the transferable skills and lifelong learning benefits that their graduates acquire. Graduate programs should continue to expand and innovate, offering a mix of traditional degrees and flexible certificates to meet the diverse needs of working professionals.

    Above all else, if this data is speaking to troubling realities on campus, the most important takeaway should be: trying the same strategies that are producing tepid results in regards to enrollment growth will not be the solution going forward. If you are seeing challenging enrollment numbers for any level of program, think about how your institution can more readily adapt to these changing trends, whether that be introducing multiple starts per term, reworking tuition costs, or making better strategic use of marketing and enrollment processes for priority programs.

    Is Your Institution Ready for the Modern Learner?

    We help schools all the time who have been trying to fit a square peg into a round hole, and often the solution is for an outside perspective to create a vision for the future. The time to act is right now, there is a quickly closing time frame for ensuring a flourishing future for your institution. In fact for many schools, it is already too late. The Modern Learner is moving at a swift pace, and if universities do not keep up, they will quickly be left behind.

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  • Empower Learners for the Age of AI: a reflection – Sijen

    Empower Learners for the Age of AI: a reflection – Sijen

    During the Empower Learners for the Age of AI (ELAI) conference earlier in December 2022, it became apparent to me personally that not only does Artificial intelligence (AI) have the potential to revolutionize the field of education, but that it already is. But beyond the hype and enthusiasm there are enormous strategic policy decisions to be made, by governments, institutions, faculty and individual students. Some of the ‘end is nigh’ messages circulating on Social Media in the light of the recent release of ChatGPT are fanciful click-bait, some however, fire a warning shot across the bow of complacent educators.

    It is certainly true to say that if your teaching approach is to deliver content knowledge and assess the retention and regurgitation of that same content knowledge then, yes, AI is another nail in that particular coffin. If you are still delivering learning experiences the same way that you did in the 1990s, despite Google Search (b.1998) and Wikipedia (b.2001), I am amazed you are still functioning. What the emerging fascination about AI is delivering an accelerated pace to the self-reflective processes that all university leadership should be undertaking continuously.

    AI advocates argue that by leveraging the power of AI, educators can personalize learning for each student, provide real-time feedback and support, and automate administrative tasks. Critics argue that AI dehumanises the learning process, is incapable of modelling the very human behaviours we want our students to emulate, and that AI can be used to cheat. Like any technology, AI also has its disadvantages and limitations. I want to unpack these from three different perspectives, the individual student, faculty, and institutions.


    Get in touch with me if your institution is looking to develop its strategic approach to AI.


    Individual Learner

    For learners whose experience is often orientated around learning management systems, or virtual learning environments, existing learning analytics are being augmented with AI capabilities. Where in the past students might be offered branching scenarios that were preset by learning designers, the addition of AI functionality offers the prospect of algorithms that more deeply analyze a student’s performance and learning approaches, and provide customized content and feedback that is tailored to their individual needs. This is often touted as especially beneficial for students who may have learning disabilities or those who are struggling to keep up with the pace of a traditional classroom, but surely the benefit is universal when realised. We are not quite there yet. Identifying ‘actionable insights’ is possible, the recommended actions harder to define.

    The downside for the individual learner will come from poorly conceived and implemented AI opportunities within institutions. Being told to complete a task by a system, rather than by a tutor, will be received very differently depending on the epistemological framework that you, as a student, operate within. There is a danger that companies presenting solutions that may work for continuing professional development will fail to recognise that a 10 year old has a different relationship with knowledge. As an assistant to faculty, AI is potentially invaluable, as a replacement for tutor direction it will not work for the majority of younger learners within formal learning programmes.

    Digital equity becomes important too. There will undoubtedly be students today, from K-12 through to University, who will be submitting written work generated by ChatGPT. Currently free, for ‘research’ purposes (them researching us), ChatGPT is being raved about across social media platforms for anyone who needs to author content. But for every student that is digitally literate enough to have found their way to the OpenAI platform and can use the tool, there will be others who do not have access to a machine at home, or the bandwidth to make use of the internet, or even to have the internet at all. Merely accessing the tools can be a challenge.

    The third aspect of AI implementation for individuals is around personal digital identity. Everyone, regardless of their age or context, needs to recognise that ‘nothing in life is free’. Whenever you use a free web service you are inevitably being mined for data, which in turn allows the provider of that service to sell your presence on their platform to advertisers. Teaching young people about the two fundamental economic models that operate online, subscription services and surveillance capitalism, MUST be part of ever curriculum. I would argue this needs to be introduced in primary schools and built on in secondary. We know that AI data models require huge datasets to be meaningful, so our data is what fuels these AI processes.

    Faculty

    Undoubtedly faculty will gain through AI algorithms ability to provide real-time feedback and support, to continuously monitor a student’s progress and provide immediate feedback and suggestions for improvement. On a cohort basis this is proving invaluable already, allowing faculty to adjust the pace or focus of content and learning approaches. A skilled faculty member can also, within the time allowed to them, to differentiate their instruction helping students to stay engaged and motivated. Monitoring students’ progress through well structured learning analytics is already available through online platforms.

    What of the in-classroom teaching spaces. One of the sessions at ELAI showcased AI operating in a classroom, interpreting students body language, interactions and even eye tracking. Teachers will tell you that class sizes are a prime determinant of student success. Smaller classes mean that teachers can ‘read the room’ and adjust their approaches accordingly. AI could allow class sizes beyond any claim to be manageable by individual faculty.

    One could imagine a school built with extensive surveillance capability, with every classroom with total audio and visual detection, with physical behaviour algorithms, eye tracking and audio analysis. In that future, the advocates would suggest that the role of the faculty becomes more of a stage manager rather than a subject authority. Critics would argue a classroom without a meaningful human presence is a factory.

    Institutions

    The attraction for institutions of AI is the promise to automate administrative tasks, such as grading assignments and providing progress reports, currently provided by teaching faculty. This in theory frees up those educators to focus on other important tasks, such as providing personalized instruction and support.

    However, one concern touched on at ELAI was the danger of AI reinforcing existing biases and inequalities in education. An AI algorithm is only as good as the data it has been trained on. If that data is biased, its decisions will also be biased. This could lead to unfair treatment of certain students, and could further exacerbate existing disparities in education. AI will work well with homogenous cohorts where the perpetuation of accepted knowledge and approaches is what is expected, less well with diverse cohorts in the context of challenging assumptions.

    This is a problem. In a world in which we need students to be digitally literate and AI literate, to challenge assumptions but also recognise that some sources are verified and others are not, institutions that implement AI based on existing cohorts is likely to restrict the intellectual growth of those that follow.

    Institutions rightly express concerns about the cost of both implementing AI in education and the costs associated with monitoring its use. While the initial investment in AI technologies may be significant, the long-term cost savings and potential benefits may make it worthwhile. No one can be certain how the market will unfurl. It’s possible that many AI applications become incredibly cheap under some model of surveillance capitalism so as to be negligible, even free. However, many of the AI applications, such as ChatGPT, use enormous computing power, little is cacheable and retained for reuse, and these are likely to become costly.

    Institutions wanting to explore the use of AI are likely to find they are being presented with additional, or ‘upgraded’ modules to their existing Enterprise Management Systems or Learning Platforms.

    Conclusion

    It is true that AI has the potential to revolutionize the field of education by providing personalized instruction and support, real-time feedback, and automated administrative tasks. However, institutions need to be wary of the potential for bias, aware of privacy issues and very attentive to the nature of the learning experiences they enable.


    Get in touch with me if your institution is looking to develop its strategic approach to AI.


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