ON THE AGENDA | SEPTEMBER 16TH, 2013 | Allison Rizzolo
In our most recent research, employers and community college students express doubt about the quality of online education.
In our most recent research, employers and community college students expressed doubt about the quality of online education. Just 17 percent of employers said they'd prefer a graduate from a top-tier college with an online degree over a student from an average college with a traditional degree. Forty-two percent of community college students say they think people learn less online than in-person, and many students who are currently taking online classes say they wish they could take fewer.
Of course, online education is a rapidly evolving issue. The field and its technology will get more sophisticated, and students and employers will gain more experience and exposure. As such, we anticipate their attitudes will evolve as well.
Still, many people are banking on online education as an avenue to increased access and decreased cost. As such, online is increasingly becoming part of the higher ed mainstream. All types of post-secondary institutions are offering various online programs, from universally-accessible MOOCs to online/in-class hybrid programs to online-only degrees.
About a third of all undergrad students today take at least one of their classes online. Past research does suggest that some forms of online education can result in equal or better learning outcomes for students compared to traditional instruction. Plus, online education provides the flexibility many students need to combine school with work and family responsibilities. Online classes can also sometimes be the only way to complete requirements for often oversubscribed or problematically scheduled courses.
At the same time, low-achieving students seem to benefit more from in-class or hybrid instruction over online (for example, see here and here). Those who are already struggling to keep up with their college work are more likely to drop out of online classes than classes taught face-to-face.
Within this rapidly-changing, high-stakes context, the findings from this research raise some very important questions that leaders in higher ed really ought to examine.
It is unclear whether the current trajectory of online education is adequately meeting the diverse needs of community college students. What can colleges do to make sure online education is an effective option for the students who want it or can best benefit from it and keep it from becoming a burden or obstacle for those who donít?
It also seems employers remain wary of online degrees and continue to prefer candidates with traditional degrees from average institutions over candidates with online degrees from top-tier universities. What do higher ed leaders need to do to ensure that students who have made vast investments in their education are competitive in the workforce? Employers' skepticism may also indicate a general need for better communication between colleges and employers about the knowledge and skills the latter seek in their employees.
Other stakeholders matter in this discussion as well, and we must also take continuous stock of their perspectives. We need to hear from other student groups, of course, but also, and in particular, from faculty, who will of course be key in adopting, improving and expanding online education.
And we can't afford to wait - among the community college students we spoke to, 46 percent said they took at least some of their classes online, and 5 percent said they took all of their classes online. Online education already affects many current students. It behooves us to make sure that online learning is adopted in ways that meet the needs of students and society.