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Terms such as "digital divide," normally understood to mean the gap in access between technologically disenfranchised populations and the information elite, take on a different resonance when the focus of university faculty, administrators, and an increasing number of potential students is on how education is to be conducted. This paper discusses the pedagogical, technological, and business trends that together affect the direction of innovation in virtual education. A discussion is presented on how traditional higher education (campus-based, lecture-bound, and faculty-driven) can benefit from the explosion of opportunities born of technological innovation and development by adopting changes in operational models: both administrative and pedagogical. Also addressed are the scope of services that comprise the engagement of information technology in academic environments necessary to fulfill evolving charters and missions that respond to current trends and future demands of educational innovations in the digital age where education and business - in their operational models and management styles - are moving toward complementary, even comparable strategies.
Friedman et al. (Sat,) studied this question.