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The global economy requires workers with improved work skills and college degrees. Baumann and Blythe (2008) and Christensen, Horn, Caldera, and Soares (2011) point out that accessible, affordable, quality education is not an option, but an essential ingredient of national economic and social security. The problem facing developed and emerging nations is educational cost. Increasingly, skilled jobs are unfilled due to a lack of university trained skilled workers.
The Asian Development Bank (2009) predicts the need for higher education will double over the next five years and triple in the coming decade. At the heart of this change is a growing need for multicultural, highly skilled workers who can function successfully in the global marketplace. Orleans (2010) urges information and communication technology training be integrated into the curricula of primary and secondary schools to begin preparing workers and future teachers. Developed countries in Europe and North America offer university training to a majority of their populations. China is rapidly moving in this direction, recognizing that it needs highly trained workers to achieve its economic goals. In the new world economy, companies relocate to countries that offer the best-trained workers. Globalism, not nationalism is the mantra of world business. Increasingly students in developing countries seek admission to foreign universities to increase their chance of migrating to nations that offer the best employment opportunities.
For example, a majority of Cook Islands citizens now reside in New Zealand and Australia. One reasons for the migration is better jobs and income (Walrond, 2012). The Republic of the Marshall Islands 2011 Census Report (RMI, 2011) reports that 30% of the population has moved to the United States. In Micronesia large portions of the population have migrated to the United States looking for a better way of life (Greico, 2003).
Marginson (2004) points out that the challenge for universities is increasing educational access and quality throughout the regions they serve at a cost they can afford. Educational institutions are being asked to educate more students with less funding at a time of rising educational costs (Bruner, 2007). Rapidly improving educational technology now makes blended learning an increasingly attractive alternative to meet the need to educate more people (Christensen et al., 2011). Gulati (2008) and Hughes (2007) agree technology-enhanced learning can be a tool to increase educational access in developing countries.