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Is online education good or bad? And is this really the right question?

For the past twenty years, I’ve heard this question asked many times about online education. It might be tempting for enthusiasts to say “of course it is good,” but I see this as a kind of “trick question.” We should consider asking this question in the context of the traditional classroom.online

Have our experiences in traditional classroom been stellar? All of us have had great classes in traditional settings and perhaps some that were not. I would suggest that quality and effectiveness of learning are not tied to “mode” of instruction.

In the same way that we can have good (and not so good) traditional classroom courses, we can also have good (and not so good) online courses. Further, re-conceptualizing and converting a traditional classroom course to an online course doesn’t necessarily make it better or worse.

What does the research tell us? And what are the lessons for teaching – and learning – in the future?

Research about online education

An abundance of studies have examined online education. They explore effectiveness through a number of criteria including satisfaction, retention and achievement.

An objective review published by the American Educational Research Association (How Does Distance Education Compare with Classroom Instruction? A Meta Analysis of the Empirical Literature) examined the literature between 1985 and 2002.

The authors analyzed 232 studies at all academic levels (K-12 and higher education) examining achievement (based on 57,019 students), attitude (based on 35,365 students) and retention (based on 3,744,869 students) outcomes. This meta-analysis highlighted that some applications of online education were better than classroom instruction and some were worse.

Another notable analysis was published by the US Department of Education in 2010. The Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies found that, on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction.

What should we conclude from this?

I believe it tells us that online learning can be effective – but that alone is not a guarantee that it will be effective. It is not predetermined that online education is better (or worse) than a

The future of higher education? Five experts give their predictions

Ahead of the Jisc Digital Festival next week, for which Times Higher Education is media partner, five experts predict the innovations and trends that are set to change the face of higher education and research in the coming years

Augmented reality, sensor technology and crowdsourcing are among the technologies that our panel forecast could revolutionise how the sector operates. Do you agree? Comment below the story, or tweet us @timeshighered with your suggestions.

Expert: Matthew Ramirez, lead augmented reality developer and project manager for Mimas, a centre of excellence that develops technology to make information more accessible, based at the University of Manchestereducation

“Augmented reality (AR) is likely to have a big impact on higher education and the entire student cohort, especially when it comes to inter-professional education (IPE).

“Take medical or healthcare studies, for example: there are a number of important procedures that medical, pharmacy, nursing and dentistry students need to be able to demonstrate as part of their practical assessments.

“Currently students have limited time with experts, who may demonstrate to them how to apply a cannula and IV solution or take an electrocardiography reading.

“With AR, it is possible for students to access 3D objects, supporting media and overlaid virtual imagery, reinforcing these practical skills.

“It will also enable students to study more independently, bolstered by ready access to personal devices. AR has already been adopted with great effect by the automotive industry and other commercial operations.

“With the clear benefits of enhancing students’ professional abilities and remedying the limited face-to-face time with specialists, I predict that AR will become a common feature in universities over the next few years.” 

Martin Hall, vice chancellor of Salford University and chair of Jisc:

“What we are seeing, I think, is a move from information technology as a platform for curriculum delivery to ‘virtual thinking’ being at the heart of learning and skills development.

“This is a major paradigm shift, which is why a vibrant and collaborative digital futures focus will be important across the whole of higher and further education.”

Rachel Bruce, director of technology innovation at Jisc:

“Improved sensor technology is likely to

Education Gap Between Rich and Poor Is Growing Wider

The wounds of segregation were still raw in the 1970s. With only rare exceptions, African-American children had nowhere near the same educational opportunities as whites.

The civil rights movement, school desegregation and the War on Poverty helped bring a measure of equity to the playing field. Today, despite some setbacks along the way, racial disparities in education have narrowed significantly. By 2012, the test-score deficit of black 9-, 13- and 17-year-olds in reading and math had been reduced as much as 50 percent compared with what it was 30 to 40 years before.

Achievements like these breathe hope into our belief in the Land of Opportunity. They build trust in education as a leveling force powering economic mobility. “We do have a track record of reducing these inequalities,” said Jane Waldfogel, a professor of social work at Columbia University.

But the question remains: Why did we stop there?School children

For all the progress in improving educational outcomes among African-American children, the achievement gaps between more affluent and less privileged children is wider than ever, notes Sean Reardon of the Center for Education Policy Analysis at Stanford. Racial disparities are still a stain on American society, but they are no longer the main divider. Today the biggest threat to the American dream is class.

Education is today more critical than ever. College has become virtually a precondition for upward mobility. Men with only a high school diploma earn about a fifth less than they did 35 years ago. The gap between the earnings of students with a college degree and those without one is bigger than ever.

And yet American higher education is increasingly the preserve of the elite. The sons and daughters of college-educated parents are more than twice as likely to go to college as the children of high school graduates and seven times as likely as those of high school dropouts.

Only

Mother’s Educational Level Influences Birth Rate

For Immediate Release: April 24, 1997education

 

A women’s educational level is the best predictor of how many children she will have, according to a new study from the National Center for Health Statistics, Centers for Disease Control and Prevention. The study, based on an analysis of 1994 birth certificates, found a direct relationship between years of education and birth rates, with the highest birth rates among women with the lowest educational attainment.

Birth rate patterns also vary greatly by mothers age. Among women in their twenties – the peak childbearing ages – and women in their forties, birth rates are highest for women with the least education. For women with college degrees, rates are highest for those in their early thirties, perhaps signaling the preferred time for childbearing by this group. First birth rates for women in their thirties with a college degree were two to five times the first birth rates for women with less education.

Birth rates also vary by race and ethnicity. Birth rates for Hispanic women are higher than rates for either non-Hispanic black women or non-Hispanic white women in every educational attainment category. The disparity is particularly evident for birth rates for women with less than a high school education.

Educational attainment is a very critical factor in accounting for lifetime fertility differentials. Women with 1 or more years of college have sharply lower lifetime fertility than less educated women, regardless of race or Hispanic origin. Women with college degrees can be expected to complete their childbearing with 1.6-2.0 children each; 1.7 for non-Hispanic white, 1.6 for non-Hispanic black, and 2.0 for Hispanic women. For women with less education the total expected number of children are: 3.2 children for those with 0-8 years of education; 2.3 children for those with 9-11 years of education and 2.7 for high school graduates.

Among unmarried mothers age 25 and older only nine percent had college degrees; about a third has less than a high school education. Birth rates for college-educated unmarried women are substantially below the rates for less-educated unmarried women.