Online Learning: a Manifesto
December 03, 2012 | Filed in: Online Learning
by Jesse Stommel
Online learning is not the whipping boy of higher education. As a classroom teacher first and foremost, I have no interest in proselytizing for online learning, but to roundly condemn it is absurd. Online learning is too big and variable a target. It would be like roundly condemning the internet or all objects made from paper.
Much of the rhetoric currently being used against MOOCs is the same rhetoric that has been used against online learning since the 90s (and against distance education since the mid-1800s). There are important questions to be asked, such as how do MOOCs change the business models of higher education, or how do we maintain online the intimate and tailored experiences some of us create in the classroom, but these are not new questions. What I find exciting aboutthe rise of the MOOC is that it brings with it a new level of investment in discussions of online learning. This isn't to say that MOOCs are necessarily good or bad (they are, in fact, a lot of different things, depending on the MOOC), but to get lost entirely in the stories being told about MOOCs is to miss the forest for the trees, so to speak.