Online Learning: Rhetoric or reality?

8. Uses learning 'modules' which allow for flexible and multiple combinations of content to suit unique learner needs:

This contradicts learning research which indicates that active, responsive opportunities for learning not passive receipt of prepackaged information is more effective.

9. Uses CIT which is now powerful and reliable enough to support convenient learner-learner and learner-teacher interaction:

This is true but not for students from disadvantaged backgrounds. Wholesale application of the technology in this way is likely to generate serious equity issues.

10. Uses software which allows operators to monitor student and system performance in an ongoing way:

This is part of a teacher centred, transmission, compliance conception of learning and is contradicted by research on effective approaches to teaching, learning and assessment. Furthermore some students object to this level of surveillance.

11. Results in cost-savings: provides an efficient and cost-effective model for education:

Available data indicates that participation and retention rates for online courses in institutions like the University of Phoenix are relatively low. Our own research confirms that the most effective learning programs use CIT wisely and appropriately as one learning tool as part of a broader learning program. Therefore CIT is not a replacement but an enhancement to learning and does not, result in cost savings. At present the full cost of CIT use and support has not been determined.

12. Can lead to increased revenue - provides a way to expand enrolments without having to invest in bricks and mortar:

See point 11. The available data does not substantiate this claim. Attracting students is only one factor - it is their retention that is central to effective revenue generation.

13. Provides a greater spread of convenient access to a wider range of resources:

This is only true for the learners from more advantaged backgrounds.