This is nothing new, indeed. The fortunes of disciplines are fickle. Who would now visualize that medicine was treated as an inferior discipline, and Medicine students at Harvard couldn't sit together with the Classics and History students a mere 120 years ago? Also, Stefan Collini has a view on which disciplines get priority: His point is that universities have always served the needs of the society, and it was always about 'careers' though the term may have entered the lexicon later. Thus, when universities taught the clergy, Classics and Theology were at the center-stage: Soon, it was about training for careers in public service and diplomacy, and history and philosophy duly emerged. In the last century, however, it was about fulfilling the needs of an industrial society, and not unusually, technical and professional skills have taken over.
No one should be unhappy about this except a few poor Historians, but there is a wider significance of such a move. This is happening at the same time as Higher Education moves firmly to the private domain. One of the features of private enterprise, particularly when in pursuit of profit, is unrestrained follow-the-herd mentality (for all the myths of innovation, it is usually public money or monopolies which begets groundbreaking ideas), something that has now been unleashed in education. So, it is hardly surprising that Engineering seats now go vacant in India, after years of high demand, as the markets have ensured oversupply, as they always do. And, despite the low economic value of history (and other humanities subjects), its various defenders vigorously and justifiably presented the case for its social value: Even if we consider such reasoning special interest representation, there are students who wish to study history and are fascinated by it. These hidden historians (I consider myself among them) may take up another career because they are actively discouraged by parents and the higher education system to pursue their interest, as the mass Higher Education invariably gets narrowed down to a few subjects certified for employability.
This is where Online Higher Education makes a huge difference. As did in Electronic Commerce, Online goes a long way in saving education's long tail, the subjects only a few wants to study. This is where Online is different from the Mass market Higher Education: It does not necessarily have to just offer the areas of maximum demand. In fact, coming late in the day, the Online Higher Education have to seek out the gap that its face-to-face predecessor has left, and despite the profit motive, in fact because of it, it may help create a great humanities offering, serving all those hidden historians and amateur philosophers around the world.