William G. Bowen: Higher Education in the Digital Era Princeton University Press, Princeton, New Jersey, 2013, 192 pp, Cloth, $26.95, ISBN 978-0-691-15930-0

• Published in: Publishing Research Quarterly Vol. 30; no. 2; pp. 262 - 264
• Main Author: Paxhia, Steve
• Format: Book Review Journal Article
• Language: English
• Published: Boston Springer US 01.06.2014; Springer Nature B.V
• Subjects: Active learning; Costs; Distance learning; Educational technology; Gardner, Howard; Higher education; Leadership; Library Science; Methodology of the Social Sciences; Online instruction; Printing and Publishing; Social Sciences; Students; Teaching; Technology; New York; United States > US; North America; New Jersey
• ISSN: 1053-8801; 1936-4792
• DOI: 10.1007/s12109-014-9357-4

Pub Res Q (2014) 30:262264 DOI 10.1007/s12109-014-9357-4 BOOK REVIEW William G. Bowen: Higher Education in the Digital Era Princeton University Press, Princeton, New Jersey, 2013, 192 pp, Cloth, $26.95, ISBN 978-0-691-15930-0 Steve Paxhia Published online: 7 March 2014 Springer Science+Business Media New York 2014 Advances in digital teaching and learning technologies are presenting universities with many new opportunities to improve educational outcomes by increasing the range of pedagogical options and strategies. In chapter two, Bowen shares his vision for how technology has the potential to improve higher education by facilitating faculty collaboration with colleagues and students, promoting active learning; providing students with more immediate feedback to assignments, adaptive approaches towards mastery of problem solving and difcult concepts and easier access to life long learning upon graduation; and S. Paxhia (&) Beacon Hill Digital Strategies, Inc., 1027 Brush Hill Road, Milton, MA 02186, USA e-mail: steve@paxhia.com 123 Pub Res Q (2014) 30:262264 263 offering institutions the opportunity to reduce instructional costs while extending the availability of its program to new and currently underserved global markets. In considering the university of the future that has fully embraced online learning, he imagines new independent online roles for leading faculty members, the risk of signicant reduction in the number of traditional faculty positions and the emergence of course offerings that are similar to those currently offered by for-prot institutions such as the University of Phoenix.