The Principal’s Office: Pro’s and cons of online instruction, Part Two

Posted Thursday, July 20, 2017 10:53 am

By Steve Kussin

In the previous column, we revisited online instruction, which seems to be taking hold. I explained my own reservations about not having students physically present for a course. However, this teaching methodology is picking up steam. I’m discovering that many of my colleagues are delivering online courses. I shared my skepticism; specifically, as explained, the two courses I teach at Hofstra could not be taught this way. However, I have done the research and shared with readers a “Top Ten” list of the advantages of online instruction. And I have to admit; some very convincing points were made.

In this follow-up column, however, we’ll examine what detractors have to say. Once again, there is a long list of potential pitfalls.

Heading the list is the fact that personal interaction between teacher and student is very diminished. Personally speaking, I find that my teaching style coupled with the course content would preclude online instruction from working for me. Yet colleagues tell me that certain courses do lend themselves to online instruction. Furthermore, with the capability of two-way interaction, that personal contact is becoming possible; some courses do require occasional on-site meetings throughout the semester.

Second, in addition to personal interaction with the instructor, social interaction and relationships among students are very limited. From my personal experience and observation, this is a very important aspect of learning that is lost. There is something about the give and take of having everyone present. As a matter of fact, I’ll go one step further. I now have tried to move away from having my classroom configured in rows; all the students see is me and the back of the head of the student in front of them. Even in a class of 30 or more, we sit in a concentric circle. It makes a huge difference; everyone is part of the lesson. It is no longer me vs. them. Imagine, then, what is lost with online instruction.

Third, in the previous column, I acknowledged the more sophisticated programs that permit more interaction between teacher and student and among the students themselves. However, critics of online instruction are quick to point out that this participation is dependent on high speed Internet. That becomes a prerequisite for this form of instruction, and not all students have access to it.

Fourth, similarly, we all know that the computer and Internet connections are often prone to technical problems. Who hasn’t screamed at their laptop?

Fifth, students learn a great deal out of the classroom; the campus environment is missing. I can’t stress this point enough. How many times have I said, “School is more than classrooms and books”? What is learned outside class is very important. I have a related concern here: We can do almost everything online: grocery shopping, banking, catalogue purchasing, etc. As a society, where is all of this leading us? Yes, “from the comfort of home,” the advertisements say. But when will this stop?

Sixth, online instruction provides fewer opportunities for networking. I feel this is a major point on the debit side. I constantly lecture my college students about the importance of internships, making contacts, and networking in a highly competitive job market. Confined to the home, students will find this is much tougher to accomplish.

Seventh, critics point out that there is less of a chance for financial aid when it comes to online courses. I’ll cede this point; I’m not sure if it’s still true. But detractors say that the bigger bucks go to those taking conventional courses on campus.

Eighth, on the other hand, is a point that I certainly subscribe to. Online instruction requires tremendous motivation and self-discipline. Nobody is standing over you and saying “Do this, do that.” To a large extent, students are on their own, and may lack the sticktoitiveness to complete a course. Yes, it works for the self-starters, but what about others?

Ninth, in the previous column, proponents of online instruction sang its praises insofar as flexibility is concerned: namely, the ability to sign on and take a course at the student’s convenience. True, say opponents, students may go on-line 24/7 — but feedback from professors isn’t always immediately available. Not, say at 4:00 in the morning!

Tenth, and finally, is the potential problem I pointed out at the very beginning, using myself as an example and the two college courses I teach: Many subjects simply don’t lend themselves to online instruction.

So, readers, there you have it: Ten strong arguments from proponents — and ten strong arguments from opponents of online instruction. My best guess? It’s here to stay. Hopefully some of the above-mentioned kinks can be ironed out so that the advantages will overtake the disadvantages and these courses will gain even wider acceptance.

Dr. Steven Kussin was a high school principal for 21 years. You can hear his “CBS on Education” reports three times a day weekdays on WCBS Newsradio 880. He is also an adjunct professor at Hofstra University and an educational consultant for school districts around the country. Contact him at sk3015@aol.com.

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