There has been much talk of the “online revolution” in higher education. While there is a place for online education, some of its boosters anticipate displacing the traditional campus altogether. A close reading of their arguments, however, makes clear that many share what might be called the “individualist fallacy,” both in their understanding of how students learn and how professors teach.
Of course, individualism has a long, noble heritage in American history. From the “age of the self-made man” onward, we have valued those who pull themselves up by their own bootstraps. But, as Warren Buffett has made clear, even the most successful individuals depend heavily on the cultural, economic, legal, political, and social contexts in which they act. This is as true for Buffett as it is for other so-called self-made men as Bill Gates. And it is certainly true for students.
But many advocates of online learning ignore this simple point. The economist Richard Vedder, for example, believes that being on campus is only useful for “making friends, partying, drinking, and having sex.” Anya Kamenetz, in her book DIY U, celebrates the day when individuals are liberated from the constraints of physical campuses, while Gates anticipates that “five years from now on the Web for free you’ll be able to find the best lectures in the world. It will be better than any single university.”
For an alternative view
on online education, read this essay appearing
elsewhere on the site today.
These advocates of online higher education forget the importance of institutional culture in shaping how people learn. College is about more than accessing information; it’s about developing an attitude toward knowledge.
There is a difference between being on a campus with other students and teachers committed to learning and sitting at home. Learning, like religion, is a social experience. Context matters. No matter how much we might learn about God and our obligations from the Web, it is by going to church and being surrounded by other congregants engaged in similar questions, under the guidance of a thoughtful, caring pastor, that we really change. Conversion is social, and so is learning.
Like all adults, students will pursue many activities during their time on campus, but what distinguishes a college is that it embodies ideals distinct from the rest of students’ lives. If we take college seriously, we need people to spend time in such places so that they will leave different than when they entered.
Some argue that large lecture courses make a mockery of the above claims. Admittedly, in a better world, there would be no large lecture courses. Still, this argument misleads for several reasons. First, it generalizes from one kind of course, ignoring the smaller class sizes at community colleges and the upper-division courses in which students interact closely with each other and their professors. Second, it dismisses the energy of being in a classroom, even a large one, with real people when compared to being on our own. Even in large classes, good teachers push their students to think by asking probing questions, modeling curiosity, and adapting to the class’s needs. Finally, it disregards the importance of the broader campus context in which all classes, large and small, take place.
The goal of bringing students to campus for several years is to immerse them in an environment in which learning is the highest value, something online environments, no matter how interactive, cannot simulate. Real learning is hard; it requires students to trust each other and their teachers. In other words, it depends on relationships. This is particularly important for the liberal arts.
Of course, as Richard Arum and Josipa Roksa’s recent study Academically Adrift makes clear, there are great variations in what college students are learning. All too often, higher education does not fulfill our aspirations. But none of the problems Arum and Roksa identify are ones that online higher education would solve. As Arum and Roksa make clear, students learn more on campuses where learning is valued and expectations are high. If anything, we need to pay more attention to institutional culture because it matters so much.
This does not mean that we should reject technology when it can further learning, as in new computer programs that help diagnose students’ specific stumbling blocks. But computers will never replace the inspiring, often unexpected, conversations that happen among students and between students and teachers on campuses. Because computers are not interpretive moral beings, they cannot evaluate assignments in which students are asked to reflect on complicated ideas or come up with new ones, especially concerning moral questions. Fundamentally, computers cannot cultivate curiosity because machines are not curious.
Technology is a tool, not an end in itself. As the computer scientist Jaron Lanier has written in his book You Are Not A Gadget, computers exist to support human endeavors, not the other way around. Many techno-utopists proclaim that computers are becoming smarter, more human, but Lanier wonders whether that is because we tend to reduce our human horizons to interact with our machines. This certainly is one of the dangers of online higher education.
The individualist fallacy applies not just to online advocates’ understandings of students, but also their conception of what makes great teachers and scholars. Vedder, for example, echoes Gates in his hope that someday there will be a Wikipedia University, or that the Gates Foundation will start a university in which a few “star professors” are paid to teach thousands of students across the nation and world. Of course, this has been happening since the invention of cassette tapes that offer “the great courses.” This is hardly innovative, nor does it a college education make.
Vedder ignores how star professors become great. How do they know what to teach and to write? Their success, like Buffett’s, is social: they converse with and read and rely on the work of hundreds, even thousands, of other scholars. Read their articles and books, listen to their lectures, and you can discern how deeply influenced and how dependent they are on the work of their peers. In short, there would be no star professors absent an academy of scholars committed to research.
Schools like the online, Gates Foundation-funded Western Governors University free-ride off the expensive, quality research completed by traditional professors when they rely on open course ware and curricula. Take away the professors, and many online schools will teach material that is out of date or inaccurate or, worse, hand control over to other entities who are not interested in promoting the truth -- from textbook companies seeking to maximize sales to coal and pharmaceutical companies offering their own curriculums for “free.”
The Web and new technologies are great tools; they have made more information more accessible to more people. This is to be celebrated. Citizens in a democracy should be able to access as much information as freely as possible. A democratic society cannot allow scholars, or anyone else, to be the gatekeepers to knowledge.
Certainly, we will expand online higher education, if for no other reason than because wealthy foundations like Gates and ambitious for-profit entities are putting their money and power behind it. For certain students, especially working adults pursuing clearly defined vocational programs rather than a liberal arts education, online programs may allow opportunities that they would have otherwise foregone. But online higher education will never replace, much less replicate, what happens on college campuses.
Even as we expand online, therefore, we must deepen our commitment to those institutions that cultivate a love of learning in their students, focus on the liberal arts, and produce the knowledge that online and offline teaching requires.
Today, our public colleges and universities are facing some of the toughest challenges they have ever encountered. The choices they make about how they deliver quality education to the millions of students who depend on them will determine whether our country will continue to be a global economic leader, or whether other countries will surpass us in postsecondary achievement. Rising costs and reduced government funding in the wake of an economic recession have resulted in financial burdens that our state universities have never known before, and it is clear that funding is unlikely to return to pre-recession levels. These financial realities are compounded by tech-savvy students demanding a high-quality education when, where and how they want it. Today’s students live lives that are divorced from the static, brick-and-mortar reality of institutions built for 19thcentury economic circumstances, leading Ralph Wolff, president of the Western Association of Schools and Colleges, to conclude, “Our business model is broken.”
Another Perspective For an alternative view on online education, read this essay appearing elsewhere on the site today.
Addressing these issues in their entirety will take time, but today -- right now -- colleges and universities must embrace new digital and online delivery tools to make educational content available to degree-seeking students wherever they are, whenever they need it. Doing so will allow colleges and universities to raise revenue, increase access and contribute to America’s long-term competitiveness.
The 2010 U.S. Department of Education’s “Review of Online Learning Studies” found that students who took all or part of a course online perform better, on average, than those taking the same course through traditional face-to-face instruction. Similarly, a study conducted in the same year by the internationally known scholars Mickey Shachar and Yoram Neumann that analyzed 20 years of research on the topic showed that in 70 percent of the cases, students who took distance-learning courses outperformed their counterparts who took courses in a traditional environment.
Evidence like this cannot be ignored.
This new technology-powered business model meets the needs of tech-savvy, far-flung, diverse student populations with minimal investment in infrastructure, since dormitories, laboratories and classrooms are not needed for this model to deliver real results.
Most degree-seeking individuals today no longer fit the traditional image of a college student who goes directly from high school to a four-year college or university, lives in a dormitory, eats in a dining hall, and walks from building to building for instruction.
In fact, the vast majority of today’s students fall outside of that paradigm. According to a 2008 U.S. Department of Education study, nontraditional students make up 70 percent of the undergraduate population. Nearly half of them are financially independent; 34 percent work full-time; and 25 percent have dependents of their own. Online degree programs would allow these students, and countless others, to take classes at their convenience while earning a degree from a program with the same admission and graduation requirements as their on-campus counterparts.
The technology is available to make this vision a reality now, and it should be adopted by public colleges and universities so that they can survive and thrive in the short term, while increasing access and revenue, as they take steps to address the other issues they face.
Michael Crow, the innovative president of Arizona State University, is already taking action to ensure that the university will continue to flourish in this digital future. In response to the “new normal,” Crow has called for a “new American university” where access trumps elitism and universities are measured by whom they include rather than by whom they exclude. He is also pushing his institution to reach large, diverse populations by offering online degree programs to those who are unable to attend on-campus classes.
Increasing the utilization of technology and online learning, Crow argues, brings down costs, increases access and leads to successful student outcomes. Arizona State’s goal is to incorporate 30,000 fully online students by 2020, a tenfold increase from today. In addition, thousands of on-campus students would supplement and expand their options by taking some of their courses online.
Arizona State is not alone.
In August, University of Texas System Chancellor Francisco Cigarroa laid out a broad framework that focused in large part on increasing access and accountability. The “Framework for Advancing Excellence throughout the University of Texas System” was unanimously approved by the board of regents, receiving praise from both inside and outside the system, as well as a $243.6 million funding commitment for projects within the framework targeted at enhancing student outcomes and excellence across the system. We hope this is only the beginning of our public colleges and universities acknowledging, as Cigarroa did, that “We must change how we teach future generations of students.”
Setting up the technology needed to deliver high-quality instruction is daunting, but it is a challenge that can be easily managed using the right resources. We believe the answer is public/private partnerships, which was the approach taken by the University of Texas System when many of its campuses decided to start moving courses online. Partnerships like theirs allow the university to maintain control of the content, instructional materials, and admissions standards, while leaving the implementation to the experts.
While state institutions have been analyzing the situation, for-profit universities have seemingly exploded onto the education scene. They have appeared in markets underserved by our public colleges and universities and have launched technology solutions with only other for-profit universities as competition. The time is now for our state universities to capitalize on their proud histories and strong brands and reclaim a portion of that market share by providing broader access to high-quality instruction delivered by the same faculty members who teach on-campus classes.
Our public universities must adopt a new business model that will allow them to return to sound financial footing while addressing the variety of other challenges they now face. Online education may not remedy all that ails the system, but we are convinced that a good dose of it would go a long way.
Not quite 40 years ago, Andy Warhol said that in the future everybody would be famous for 15 minutes. It was a good prediction, one that verged on announcing a new entitlement. By 1997, someone had tweaked it for the post-Warholian digital era. “In the future,” the formula now went, “everyone will be famous to 15 people.” Again, a good call. Presumably the next version will involve intervals of 15 seconds.
But a small crowd gathered for a much longer interval on Saturday to attend the session of the Modern Language Association convention called “Meet the Bloggers.” While introducing the panelists, I quoted the “15 minutes/15 people” formulae – and added a corollary that seems to apply to academic bloggers: Anyone who wins more time or audience than that must bring to the table a particular knack for the kind of discussion fostered by the medium. Being well-respected within one’s area of specialist concern is not quite the same as being able to hold one’s own in what the maverick American cultural theorist Kenneth Burke called “the parlor.”
Here’s how Burke explained the image, back in 1941:
“Imagine that you enter a parlor. You come late. When you arrive, others have long preceded you, and they are engaged in a heated discussion, a discussion too heated for them to pause and tell you exactly what it is about. In fact, the discussion had already begun long before any of them got there, so that no one present is qualified to retrace for you all the steps that had gone before. You listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar. Someone answers; you answer him; another comes to your defense; another aligns himself against you, to either the embarrassment or gratification of your opponent, depending upon the quality of your ally's assistance. However, the discussion is interminable. The hour grows late, you must depart. And you do depart, with the discussion still vigorously in progress.”
The ability to orient oneself in that sort of free-for-all requires a kind of discursive finesse that probably cannot be certified (let alone quantified). For that matter, there is no particular reason to equate success in this endeavor with reaching a vast audience. For some topics, 15 people is a lot. Just this morning, for example, I saw a blog post that started by asking, “What is the future of phenomenological geography, and why is this question even important?”
Well, it’s a big parlor. It contains multitudes. And even if some administrators fail to grasp the fact, the existence of such a space provides a necessary -- if at wildly unregulated -- supplement to the standard venues of publication and formal scholarly gathering. Whenever the phenomenological geographers do get together face-to-face, for example, it has to make some difference that they have already had a chance to talk in a forum that is also potentially open to objections from structuralist geographers who don’t wish them well. (Please consider that a hypothetical: I don’t actually know if there is such a rumble now underway.)
The four speakers at the MLA session had each found a broad audience, as academic blogs go. The organizer of the event, Scott Eric Kaufman, a senior instructor in literary journalism at the University of California at Irvine, has a personal blog and also writes for The Valve. The latter was founded by the second panelist, John Holbo, who is assistant professor of philosophy at the National University of Singapore and the editor of Glassbead Books, an imprint of Parlor Press. (The name of which comes from that Kenneth Burke passage. Small world!)
The third panelist, Tedra Osell, an assistant professor of English at the University of Guelph, is very much better known as Bitch, Ph.D. (Even though Osell has now very publicly "outed" herself as Bitch Ph.D., it still feels like a violation, somehow, for anyone else to do so, although I use her name here with her permission.) And the last speaker was Michael Bérubé, whose day job is professor of English and cultural studies at Penn State University.
The text of Kaufman’s and Holbo’s papers can be found online, here and here, respectively. Bérubé indicates that he won’t be making his discussion of the phenomenon of the “blogspat” available online, if only because it would probably just start another one. But I’d like to think that Osell’s talk will end up in print soon. It would yield a well-turned essay on blogging, gender, 18th century periodical literature, the vicissitudes of Habermas’s concept of the public sphere, and the paradoxical overtones of the pseudonym “Bitch Ph.D.”
There was one moment in Osell’s presentation that must have hit close to home, given the panel’s Y-chromosomal preponderance: her reference to the “old-boy network” in the blogosphere. This is no joke -- and no exaggeration, either. Just before heading off to Philadelphia, I had photocopied an article from the summer 2006 issue of Journalism and Mass Communication Quarterly called “The Gendered Blogosphere: Examining Inequality Using Network and Feminist Theory.” Looking it over now, it’s striking how exact her formulation really is.
The authors, Dustin Harp and Mark Tremayne, are both assistant professors of journalism at the University of Texas at Austin. “Sampling over one year from blog rankings,” they note, “we found that 10% of the top [political] bloggers were women.” They consider various explanations of why this might be, but conclude that “the linked nature of blogs” has had a skewing effect given certain tendencies familiar to network theorists.
“Original players in any network have an advantage,” write Harp and Tremayne; “the longer you have been around, the more links you are likely to acquire. In the 1990s men outnumbered women on the Web by a sizable margin. While that is no longer true, the early advantage may continue to grow and snowball. But this explanation alone cannot explain the pattern.”
A “second principle of network growth -- preferential attachment -- may [also] be responsible,” they suggest. To rephrase this in terms of the Burkean “parlor” analogy, the Internet throws open the doors so that many more participants may enter the fray. But if the conversation long-since well underway is headed in a particular direction -- if a few topics are dominant, and a few very full-throated conversationalists are making themselves heard -- it had can very difficult to get a hearing.
“In attempting to ‘subvert the hyperlink hierarchy,’” as Harp and Tremayne conclude, “women bloggers may be unwise to remove all links to the top male bloggers because linking tends to be reciprocal behavior. But positive action is needed. More links between and among women bloggers and others who understand the importance of inclusive spheres of discourse will be a step in the right direction.”
But will it be enough? You have to wonder. The problem seems to run deeper than network-generated patterns of communication. For example, the editors of Inside Higher Ed tell me that the site’s readership is more than 50 percent female. But you would never know it from the comments section -- which, during a full moon, is populated almost entirely by 60 year-old guys complaining about Ward Churchill. (Even if the topic is federal funding for astrophysics research, Ward Churchill is making it worse, somehow.) It is possible that I am exaggerating but that is often how it seems.
Now, there is no bias in favor of running such comments. As a venue for discussion, the comments section beneath each article is quite open. You have to avoid libel, and stay at least somewhat on topic (with “somewhat” being the operative word). Other than that, it is a very accessible forum -- and it would be a good thing if more women took to it.
The same principle applies to the blogosphere, academic and otherwise. But it’s easier to say this than to overcome either resistance or inertia, whether among writers or readers. For now -- as Osell’s paper at the MLA made clear -- pseudonymity is as viable and necessary a solution as any at hand.
“We all joke that ‘on the Internet, no one knows you’re a dog,’” she said. “But it seems to me that, in fact, this isn’t true. Even unschooled readers are fairly savvy about generic form, and one of the formal conceits of public discourse is that people whose social identities are marked as “other” -- women, in this case -- will, when writing personally, draw attention to their persons. Pseudonyms prevent texts from being impersonal, from pretending to objectivity; they draw attention to the author’s role in a way that a straight byline does not. At the same time, though, pseudonyms make a text more fully public: by hiding the author’s identity, the author becomes potentially anyone. Pseudonyms mean something, and one of the things they mean is that the pseudonymous writer has a reason for pseudonymity.
“When pseudonymity becomes a generic feature, as with essay periodicals and blogs, one of the things that means is that the genre entails risk, that publishing is risky.... The desire to talk about work conditions, or personal problems, or politics, or parenting is (apparently) more important than fears of being fired, or embarrassment, or shamed. But because those risks are real, writers publish pseudonymously.”
One bit of news from the old boys’ club started to circulate just after the panel: the decision of Michael Bérubé to wind down his blog, which has been running at a steady and even breakneck pace for three years now.
"The blogging has started to take three to four hours a day for longer posts, and one to two for shorter ones, and my days aren't so fluid anymore,” he told me. “But actually it's the longer term that has me worried. Right now I do the blog, plus teaching, plus all the usual committee things, plus some other writing, plus hockey. Something's got to give, and even though the hockey's the obvious first choice, I figure I only have another five years of meaningful hockey in me (‘meaningful’ here means ‘hockey in which it actually matters to either team whether I am on the ice or not’).”
The reference to a five-year window turns out to be overdetermined. He is now writing two books, one called The Left at War, the other Disability and Narrative. (“No overlap whatsoever, I assure you!”) And he might write a sequel to Life as We Know It: A Father, a Family, and an Exceptional Child, his memoir about raising a son with Down’s syndrome.
“As it happens,” he says, “Jamie is out of school in another five years, and whatever arrangements we make for him, they will be vastly different than the arrangement I have now. Indeed, this will be the last year in which he has his after-school program, and in a few years his summer program disappears, too.... The thing that jumps out as being the least necessary to my overall well-being between now and 2011 is the blog.”
Given Tedra Osell’s paper during the panel, I wondered if he had any insights, as an old boy leaving the network, about what would be necessary to change things.
“More Tedras!” he answered. “Besides that, of course, it hasn't escaped me that the vast majority of academic bloggers are junior faculty and graduate students. Most female academics' blogs are anonymous, as well. Both things are related, and both things are factors. Perhaps the Valve and Crooked Timber lineups could use some shaking up, or perhaps there could be a few similar group blogs made up mostly of women.”
He noted that things actually have begun to change to some degree outside the academic blogosphere. The feminist group blog Pandagon has “something like five times my readership of 9,000 people per day. How much longer will it take before the academic blogosphere sees the same kind of thing? I have no idea. Another 2-3 years? I think it'll depend on how many female graduate students and junior faculty keep it up, and how many do it under their own names -- post-tenure, I would guess.”
Imagine the following hypothetical scenario. Jen is a college first-year student. She attended a public high school in which randomly selected students received iPads as part of an innovative curricular grant project. Jen was fortunate enough to be one of the selected students. She loved writing, reading and using the computer – sometimes for fun, sometimes for homework.
Jen scored in the 78th percentile on the SATs, played on a varsity athletic team, and late in her senior year, showed an aptitude for and interest in photography. She worked during the summer. One of her two parents is a college graduate. Their combined income approximates $95,000.
Jen was accepted to a variety of colleges and universities, and decided to attend a mid-sized university, largely because of the financial aid package, and because its website showcased a new photography major.
Jen was bemused after her first week in college. She is a product of iPhones, smartboards, iPads and text messaging, and yet her classroom was devoid of technological gadgetry. Her professors lecture, sometimes with PowerPoint, sometimes without. They talk about research as if it is something to be done in a library, and not on one’s lap or in one’s hand.
The preceding example may or may not sound familiar to many educators and students, but it is likely to be the norm in the next few years. Our students process, retrieve and garner information in ways unimaginable a few years ago, if not months ago. We faculty, trained with card catalogs, photocopy packets, and reserve reading, are rapidly becoming living, breathing anachronisms.
Challenges abound – for Jen and for us. Students’ demand for infotainment need not be satisfied, but so too one should not dismiss the reality that such demand is a creation of cultural forces not easily ignored. Similarly, Jen’s technological acumen is not unique, nor is her professor’s lack of it. That divide is only likely to grow. Even as universities attempt to prepare faculty with info-tech workshops and seminars, today’s teenager is going to be more proficient at web design, for example, than your typical 50-something year-old English or sociology professor.
Years ago, I would find an article – in hard copy or on microfiche. If the abstract looked relevant, I would print out the article and read it. Now the digital version of that article is available with the touch of a few clicks. Which article abstracts does one read? How does one choose? The plethora of data is overwhelming for me; it must be daunting for someone without years of experience filtering and culling information.
We need to devote some time to rethink how we – faculty and students alike – read, write, study, research, and more generally, learn. As a relatively new dean, I have asked faculty to rethink their classes, not by tweaking a syllabus by adding or removing a book, but by thinking about today’s and tomorrow’s students. While this process has just commenced, I find that, generally, faculty are eager to accept the challenge. They too realize that today’s students are showing different learning skills than but a few years ago. Anecdotal evidence suggests that they are comfortable with facts – dates, times, and places – but less secure questioning ambiguous or conflicting ideas. Perhaps this is nothing new. After all, contextual analysis is a tricky and sometimes exhausting enterprise.
We have to develop those skills by adapting our own pedagogy and modifying our formal training. Many of us still love the book – the smell, the spine, and the ability to write in the margins. But we need not be intellectual dinosaurs. Perhaps there is something to be said about digital textbooks, replete with high-pixel digital images, highlighting and note-taking capabilities, podcasts and moving cameras. (The new digital art history books are mesmerizing.)
How do we develop those skills? The responsibility, I would suggest first lies with provosts, deans and chairs. Instead of wasting valuable time on weekly meetings about the status quo, we should be listening carefully to college-bound high school students. Our faculty should be present too, perhaps sitting in the background taking copious notes (either on a memo pad or an iPad). Provosts should make technology in the classroom the theme of their faculty retreats, perhaps for the next year or two, if only because technological advancements find the marketplace faster than the glacially slow academic calendar.
We then should be holding a series of summits with our information technology departments, not as we always do to discuss next year’s budget, but to imagine together what the next five or ten years of classroom instruction will look like, and to develop specific strategies for implementing that vision. Perhaps it will require a million dollars. Perhaps, indeed. If so, then it is time for us deans to raise funds, or for us quickly to develop strategic partners with computer companies.
There are no more Luddites in the university. I should know. I learned how to do chi-squares calculations by hand, and I still believe such a method teaches students how to understand the relationship between two variables. I still have a file cabinet full of journal articles. My fondness for books and bookstores has not dissipated, nor has my passion for reading the hard copy of the newspaper.
Critics may misinterpret this call for action as a desire to teach to the whims of technology. Quite the contrary. Even the able scholar with a fountain pen now uses a laptop and a flash drive. Information abounds – good, bad, true and false. It can be retrieved and stored in ways inconceivable but two years ago. Teaching Jen to discern what is crud and what is critically valuable – in a way that both inspirational and imaginative – is no easy task. Her voracious intellectual appetite must be met with creative energy we have not yet tapped.
Robert M. Eisinger
Robert M. Eisinger is the dean of the school of liberal arts at the Savannah College of Art and Design.