by BORIS VILIC, Courier-Post
Over the last decade, we have witnessed tremendous changes in distance learning. For example, in 2014 a record-breaking 5.2 million higher education students enrolled in at least one online course. The number of chief academic officers who consider online education as critical to their institution’s strategy also reached an all-time high (at 70.8 percent). However, despite this tremendous growth and myriad studies examining student learning outcomes in online classes, the question whether “distance learning is making the grade” still reverberates in the halls of the Academy. When engaging in lively discussion about distance education, and rather than solely relying on statistics and research data, I usually try to tell my colleagues personal stories to explain why I believe in distance education.
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