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What these studies show, time and again, is no significant difference. These are known in the field of educational technology as media comparison studies.

There are many studies comparing face-to-face learning to online learning – so many that there are now three major meta-analyses of the work: Bernard, Abrami, Lou, Borokhovski, Wade, Wozney, Wallet, Fiset & Wong (2004) Zhao, Lei, Yan, Lai & Tan (2005) and U.S. One thing we should all be concerned about now is grounding our policies and decision making in facts and the evidence that research has to offer. One has to not be aware of or intentionally ignore a large body – hundreds of studies – of research in order to assert this position. Let’s start with the argument made in the piece that online learning isn’t as good as classroom-based learning. Without any support for the claims made, what the IHE article really does is engage in confirmation bias that has unfortunate potential to unnecessarily constrain strategic planning and resilient system architecture that’s necessary for weathering the crisis. And because of that, it can’t be offered at full price.”īecause decision makers are likely to turn to articles like this as a guide for their planning, the many faults and factual inaccuracies in that op-ed require a response so we can better inform responsible decision making. The main reason why the ‘distance learning revolution’ didn’t replace the traditional model is that online learning just isn’t as good. Educators at all levels have dedicated themselves to teaching students during the pandemic, but they know that they’re offering thin pedagogical gruel. Higher education, like K-12, depends on proximity to real people, not squares on a screen. “Continuing with virtual learning threatens the entire concept of the college experience. In the first three paragraphs they set up a misinformed strawman based on a false dichotomy. Recently, Inside Higher Education published an op-ed article on “How to Responsibly Reopen Colleges in the Fall.” In this article the authors have noble intentions yet base their arguments on gross misunderstandings of the modalities on online and face-to-face and blended education. While this submission was not approved to be shared at Inside Higher Ed, we think it is timely and relevant for college decision-makers. The following is a joint post written with Stephanie Moore from the University of Virginia.