Graduate faster, learn less – The paradox of online classes
The experience of UC Irvine students suggests a tension between the dual purposes of higher education – to confer diplomas and to impart knowledge. Colleges have been rightly criticised for poor graduation rates. Only 41% of undergraduates succeeded in completing a four-year degree in four years, according to the most recent data from the US Department of Education. But, as an outside observer, I find it upsetting that a potential solution to improving graduation rates is to sacrifice learning.
Students often do worse because online courses require more planning and discipline, what educators call “self regulation”, explained Christian Fischer, an assistant professor of education at the University of Tübingen in Germany and lead author of these California studies, published in the journals of The Internet and Higher Education in April 2020 and Educational Evaluation and Policy Analysis in November 2021.
Full report on The Hechinger Report site