3 . From Oxford’s quads to Harvard Yard and many a steel and glass palace of higher education in between, exams are given way to holidays. As students consider life after graduation, universities are _______ questions about their own future. The higher education model of lecturing, cramming and examination has barely _______ for centuries. Now, three disruptive waves are threatening to shake established ways of teaching and learning.
On one front, a funding _______ has created a shortage of fund that the universities brightest brains are struggling to solve. Institutions’ costs are rising, _______ pricey investments in technology, teachers’ salaries and increasing administrative costs. That comes as governments conclude that they can no longer afford to subsidize universities as _______ as they used to. American colleges, in particular, are under pressure: some analysts predict mass bankruptcies within two decades.
At the same time, a(n) _______ revolution is challenging higher education’s business model. A(n) _______ in online learning, much of it free, means that the knowledge once a lucky few had access to has been released to anyone with a smartphone or laptop. These _______ and technological disruptions coincide with a third great change: whereas universities used to educate only a tiny elite, they are now _______ training and retraining workers throughout their careers. How will they ________ this storm—and what will emerge in their place if they don’t?
The universities least likely to lose out to online competitors are elite institutions with established reputations and low student-to-tutor ratios. That is ________ news for the Ivy League, which offer networking opportunities to students alongside a degree. Those colleges might profit from expanding the ratio of online learning to classroom teaching, lowering their costs while still offering the prize of a college education conducted partly on campus.
The most vulnerable, according to Jim Lerman of Kean University in New Jersey, are the “middle-tier institutions, which produce America's teachers, middle managers and administrators.” They could be ________ in greater part by online courses, he suggests. So might weaker community colleges, although those which cultivate connections to local employers might yet prove resilient (有弹力的).
Since the first wave of massive online courses launched in 2012, an opposition has focused on their ________ and commercial uncertainties. Yet if critics think they are immune to the march of the MOOC, they are almost certainly wrong. Whereas online courses can quickly________ their content and delivery mechanisms, universities are up against serious cost and efficiency problems, with little changes of taking more from the public purse.
Without the personal touch, higher education could become “an icebound, petrified (石化的) cast-iron university.” That is what the new wave of high-tech courses should not become. But as a(n) ________ to an overstretched, expensive model of higher education, they are more likely to prosper than fade.
1. A.answering | B.facing | C.settling | D.guessing |
2. A.reviewed | B.existed | C.substituted | D.changed |
3. A.situation | B.trend | C.crisis | D.relief |
4. A.owing to | B.apart from | C.except for | D.rather than |
5. A.patiently | B.generously | C.naturally | D.ignorantly |
6. A.technological | B.professional | C.educational | D.geographical |
7. A.difference | B.emphasis | C.harmony | D.explosion |
8. A.fundamental | B.administrative | C.financial | D.psychological |
9. A.responsible for | B.eager for | C.curious about | D.enthusiastic about |
10. A.observe | B.chase | C.witness | D.survive |
11. A.shocking | B.good | C.annoying | D.neutral |
12. A.promoted | B.replaced | C.maintained | D.marketed |
13. A.failure | B.projects | C.innovation | D.progress |
14. A.resist | B.release | C.adjust | D.resemble |
15. A.object | B.relation | C.implication | D.alternative |