Don’t get me wrong– online courses have their problems.
Lots of courses/subjects wouldn’t work well exclusively online: my go-to examples of these include science lab courses, ceramics classes that involve a kiln, welding, hair dressing, and any sort of training in how to do surgery, along with a new example someone gave the other day: scuba diving. Online courses take more time to develop and they take more time to teach– at least initially. A lot of students (and faculty too) struggle with the self-discipline and self-scheduling it takes to do a class online. At the beginning of the term, I always remind my students that taking a class online is a bit like buying a membership to a gym open 24 hours a day: sure, it means you have a ton more flexibility to go workout whenever you want, but you still have to have the self-motivation to go. A lot of students (and probably even more faculty) simply hate that much time in front of a computer screen. And for better or worse, a lot of students and faculty just do not want to do something different from what they’ve been doing for a long time because change is hard, scary, time-consuming, unknown, etc., etc.
Plus there is the value of the whole “traditional (elite) college experience” that includes all the stuff that happens that is not part of coursework and classes, though as I blogged about here, it’s important to remember that’s not the only way to go to college. Also, I’m really only talking about higher education and online instruction; I think there are a ton of reasons why exclusively online teaching is not a great idea for most secondary school students, and why it’s probably unworkable for elementary school students.
All that said, I actually do like teaching online as well as I like teaching face to face– though for different reasons. So now that summer is here (albeit the shelter in place version) and I have a lot more free time, I thought I’d write a bit about why.