Missouri introduced the Missouri Course Access and Virtual School Program in 2019, expanding the amount of online classes students can take to a virtually infinite amount. The bill benefits schools that do not have an Advanced Placement (AP) program and accommodates to students’ schedule conflicts, but RBHS went too far in its implementation, treating online classes as an equal alternative to the higher quality education of the traditional classroom.
Online classes provide a one-size fits all approach that does not cater to students. Companies such as Edgenuity and the University of Missouri K-12 use curriculum meant for the average student. Students who are ahead or behind the curve are an afterthought and subsequently robbed of individualized instruction.
This lack of interaction with teachers along with flexible deadlines for classwork also breeds procrastination rather than the consistent engagement with the subject necessary for retention of content. With no solid system of accountability, students will often lose motivation to do work for the class until the end of the semester, ultimately learning nothing and putting their grade and comprehension of the course at stake.
For example, online AP Literature has no plagiarism checker, the absence of which counteracts the point of having a class in which students are supposed to synthesize their unique ideas with themes of classical literature. The class has flexible deadlines, so students will procrastinate until the last minute, where they can easily copy an essay off the internet.
Our school motto, “Where learning is for life,” contradicts the philosophy that online classes are an equivalent to physical classes. How can students “Learn for life” if they never prioritize an online class or their curriculum never fits their needs?
The benefits of online classes, however, should be acknowledged. Class conflicts can make or break students’ schedules. Online classes can fit into any block of the day, which is a major convenience, but this argument is insignificant when compared to the lowered quality of education.
The companies that produce these classes and teachers who instruct them should adapt the courses to provide a higher quality education on-par with what students would get in-seat.
To start, teachers should offer more frequent, higher quality feedback including regular office hours outside of the school day to meet with students. This should carry the added benefit of stricter deadlines, preventing students’ incessant procrastination and instead promoting better time management. Additionally, the curriculum should be overhauled to prevent cheating and require students to treat online classes seriously, rather than as just a blow-off block.
Do you think online classes are good for students? Let us know in the comments below.
Desmond Kisida • Jan 29, 2020 at 10:45 pm
I’m taking my first online class this semester and I’m personally liking it a lot. The online class I’m taking isn’t really a class that you can even cheat on, and there’s no reason that you would need to cheat because it’s really easy. But I love the ability to work ahead a few weeks in the class and then not have to worry about it for the next few weeks. I also love being able to see every single assignment throughout the entire semester and when everything is due, rather than a teacher announcing an assignment and its due date, because the amount of time you have is basically determined on when the teacher tells you.
Nick Clervi • Jan 29, 2020 at 10:22 pm
To some extent, I can agree with this, although not true for all students!
Meghan Thomas • Jan 29, 2020 at 10:46 am
As someone who has taken many online classes through my education I can agree that procrastination is more prevalent in online courses than in seat, especially because most of the work is not as engaging or easy to account for.