The New York Times: "The disruption caused by the coronavirus pandemic has prompted cobbled-together responses ranging from the absurd to the ingenious at colleges and universities struggling to continue teaching even as their students have receded into diminutive images, in dire need of haircuts, on videoconference checkerboards. But while all of this is widely being referred to as online higher education, that’s not really what most of it is, at least so far. As for predictions that it will trigger a permanent exodus from brick-and-mortar campuses to virtual classrooms, all indications are that it probably won’t." "There will be some important lasting impacts, though, experts say: Faculty may incorporate online tools, to which many are being exposed for the first time, into their conventional classes. And students are experiencing a flexible type of learning they may not like as undergraduates, but could return to when it’s time to get a graduate degree. These trends may not transform higher education, but they are likely to accelerate the integration of technology into it." "Real online education lets students move at their own pace and includes such features as continual assessments so they can jump ahead as soon as they’ve mastered a skill ... Conceiving, planning, designing and developing a genuine online course or program can consume as much as a year of faculty training and collaboration with instructional designers, and often requires student orientation and support and a complex technological infrastructure."