Howard Lurie, an Eduventures analyst who co-authored the report, wrote in June that while CBE has not “sparked a higher education revolution,” its “core premise continues to stimulate widespread debate in higher education.” Yet the colleges seeking out CBE models “remain few and far between,” Lurie noted in a post about the latest survey.
The report considered courses or programs that used any of the following three elements as CBE: measuring learning either without reference to seat time or mapped to measures of seat time; requiring mastery of all competencies in order for students to advance; or allowing students to self-pace courses or programs.
