One force is economic and technological. This force is ultimately rooted in the wish of corporations selling technology products to change the way that professors and students teach and learn, to make the process more capital intensive so technology companies can increase revenues and profits. These are students unaccustomed to doing the work, and experiencing the pressure and inward suffering of the learning process, who still wish to get a credential as easily as the higher education institutions will allow them to. A final pressure on professors is simply ironic. Like the first force mentioned above, it is applied by technology.
Technology offers the potential of improving faculty productivity.
Also, the learning curve for technology gets, if anything, steeper. In the end, time often seems to be lost, not saved. To meet the challenges listed above, by any means necessary except those that compromise basic principles. This will involve finding out what students want in terms of course delivery systems, use of technology, and curriculum, but perhaps not giving them everything that they want.