The January 21 New York Times featured a thought-provoking critique* of online courses by Susan Dynarski, a professor of education at the University of Michigan. She cited growing evidence that the trend away from classroom training in high schools and colleges hurts less proficient students who need ‘hand-holding’ from skilled teachers. However, research suggests that the greatest harm comes from courses going fully online. “Blended” training, which presents the opportunity for interaction with a flesh-and-blood teacher, evidently overcomes this disadvantage.

An interesting wrinkle on blending face-to-face with online education comes from the Massachusetts Institute of Technology. They offer free online courses on economics. Students who do well can apply for a master’s program which requires only one semester of class on MIT’s Cambridge campus to graduate. This weeds out those with weak academic skills, whereas many high schools mistakenly go the opposite route—students failing face-to-face classes get sent to remedial online classes.

“For advanced learners, online classes are a terrific option, but academically challenged students need a classroom with a teacher’s support.”

-Susan Dynarski

*”Online Courses Fail Those Who Need Help”, p3, Sunday Business Section.