The following editorial, excerpted here, appeared in The New York Times on Tuesday.
Stanford University ratcheted up interest in online education when a pair of celebrity professors attracted more than 150,000 students from around the world to a noncredit, open enrollment course on artificial intelligence. This development, though, says very little about what role online courses could have as part of standard college instruction. College administrators who dream of emulating this strategy for classes like freshman English would be irresponsible not to consider two serious issues.
First, student attrition rates about 90 percent for some huge online courses appear to be a problem even in small-scale online courses when compared with traditional face-to-face classes. Second, courses delivered solely online may be fine for highly skilled, highly motivated people, but they are inappropriate for struggling students who make up a significant portion of college enrollment and who need close contact with instructors to succeed.
Online classes are already common in colleges, and, on the whole, the record is not encouraging. According to Columbia Universitys Community College Research Center, for example, about 7 million students about a third of all those enrolled in college are enrolled in what the center describes as traditional online courses. These typically have about 25 students and are run by professors who often have little interaction with students.
The research has shown over and over again that community college students who enroll in online courses are significantly more likely to fail or withdraw than those in traditional classes, which means that they spend hard-earned tuition dollars and get nothing in return. Worse still, low-performing students who may be just barely hanging on in traditional classes tend to fall even further behind in online courses.
Lacking confidence as well as competence, these students need engagement with their teachers to feel comfortable and to succeed. What they often get online is estrangement from the instructor who rarely can get to know them directly. Colleges need to improve online courses before they deploy them widely.
Interestingly, the center found that students in hybrid classes those that blended online instruction with a face-to-face component performed as well academically as those in traditional classes. But hybrid courses are rare, and teaching professors how to manage them is costly and time-consuming.
The online revolution offers intriguing opportunities for broadening access to education. But, so far, the evidence shows that poorly designed courses can seriously shortchange the most vulnerable students.
The New York Times