The Great Mistake: How We Wrecked Public Universities and How We Can Fix Them by Christopher Newfield

Author:Christopher Newfield
Language: eng
Format: epub, pdf
Tags: Politics
Publisher: Johns Hopkins University Press
Published: 2016-10-18T06:00:00+00:00

Figure 27. Online versus face-to-face course success rates, California Community Colleges. Source: Christopher Newfield and Cameron M. Sublett, “The Student Experience of Online Education: Interviews in a California Community College” (paper, “Learning with MOOCs II” conference, Teachers College, Columbia University, New York, October 2015). Data analysis conducted by Sublett.

In addition, the observed disparity in achievement varies sharply by race, with Asian American students exhibiting the smallest disparity, and Latinos and African Americans exhibiting greater disparity in outcomes than white students (figure 28).

We also confirmed that the disparity in achievement between online and face-to-face classes was greatest in so-called basic skills courses (that is, remedial courses) as compared to for-credit courses. The analysis suggests that online courses may increase long-term transfer and completion rates, but we interpret this to mean that online courses are better at helping students navigate curricular bottlenecks than they are at improving learning.

At the time of this writing, we were continuing to analyze the sources of these disparities. But one thing was already clear: online technology does not in itself overcome the racial disparities in educational achievement that are arguably the greatest challenge facing higher education today. MOOC advocates were at best incurious about using their famously big data to understand why. For reasons that the MOOC mental framework could not confront, online technology was more likely to lower the attainment of a minority majority state like California than to raise it.

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