Last Friday, Mark Edmundson, an English professor at The University of Virginia, wrote a scathing\u00a0critique of online learning in The New York Times. Mr. Edmundson\u2019s understanding of his subject lacked\u00a0an in-depth intellectual or practical study of the myriad diverse programs available to students from grade\u00a0school to graduate school. Unfortunately for his readers, and dangerous for those new to the concept, the\u00a0basis of Mr. Edmunson\u2019s argument against innovative teaching and learning practices seems to be rooted\u00a0in a casual observation of a videotaped lesson; a form of distance learning, certainly, but one that is\u00a0perhaps the most basic and dated of examples. His singular interaction with online learning does not\u00a0constitute a fair judgment of today\u2019s teachers using online curriculum and web-based learning\u00a0environments to increase access and move millions of students forward in preparation for college and\u00a0careers.<\/p>\n
More than half of high schools in the United States report they need online learning to provide excellent\u00a0teachers to students without localized access \u2013 leveling the playing field and personalizing instruction for\u00a0students through online courses otherwise unavailable and allowing them to earn credits needed for\u00a0graduation. Online courses require discussion, reflection, a heavier emphasis on writing than most lecture\u00a0classes, and individualized instruction using digital resources for learning beyond a single textbook. A\u00a0Project Tomorrow study showed that the reasons students seek online learning include personalized\u00a0instruction, flexibility, extra attention and to \u201cget more help from teachers\u201d.<\/p>\n
Learning doesn\u2019t happen only in a lecture hall, a lab, or a classroom in the 21st century. Today\u2019s students\u00a0must become better prepared for global competitiveness with technology-based literacy skills that include\u00a0research, analysis of complex data from multiple resources, problem-solving and effective\u00a0communication. Students deserve to access the best teachers any time, any place with flexible pacing to\u00a0allow acceleration of their learning paths. To meet unique individual needs, today\u2019s schools are combining\u00a0a high tech, high touch approach centered around students \u2014 offering excellent teaching that requires\u00a0advanced communication and critical thinking skills.<\/p>\n
Online teachers will tell you that they get to know their students much better as they are learning online,\u00a0unfettered by the walls of a traditional classroom or a bell schedule, opening them up to reflection,\u00a0thoughtful responses, and more freedom to share academic ideas. And just as great classroom teachers\u00a0don\u2019t teach \u201cat\u201d their students, great online teachers don\u2019t either. Meet our National Online Teacher of the\u00a0Year, Leslie Fetzer \u2014 you will wish she could be working with your students on learning advanced\u00a0concepts in science.<\/p>\n