5 misconceptions about online education

Institutional strategy relies on nuance behind common assumptions

Topics: Academic Affairs, Online Course Quality, Online Education, Online Strategies

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Colin KoproskeColin Koproske, Senior Consultant

Academic leaders often find themselves situated between two wildly different sets of assumptions regarding online learning. The first set, harbored most frequently by skeptical faculty, rests on the concern that online learning is intrinsically less effective than face-to-face education but requires more time and effort from instructors. The second set of assumptions, often shared among enthusiastic board members, rests on the idea that online learning is revolutionary—opening high-quality education to millions of new students around the world at only a fraction of the cost of a face-to-face experience.

Resolving the tension between these polar extremes is the first step in moving the campus conversation beyond semantic debates and toward a productive conversation about not just whether, but how your institution will move instruction online.