Just looking at your last commentary on my posts, I was not “point[ing] to the worse examples of something and say that that something won’t take off because of that”. I was describing the total experience of our family and a few friends–albeit limited, they were not cherry picked worst case examples. It’s not as simple to do well as most people imagine but I also have repeatedly stated that I believe online classes can be done well, but the format does create obstacles which need to be overcome. That’s the last time I will respond to your putting the words into my mouth that online courses “won’t take off because of that”.
Let me share a little more.
Poor camera work–one of the classes I started, but abandoned was flawed by poor camera work. At inopportune times, the camera would be focused on the professor and not on the graphics being discussed. Or the camera would show the prof writing on the board and then cut to the prof’s face just as he moved aside so you could not see what he had written. (This, incidentally, was also a big flaw in the videotaped classes from my college days.) Also, the electronic pointer didn’t show up well on the video, so could not tell what features were being pointed at on slides.
Poor sound quality. Sometimes it was difficult to understand or hear the professor. Not possible to wave your hand and point out that the mike isn’t working well and get it fixed immediately.
Poor editing. Sometimes important parts were simply cut out.
Poor content–observed this on Khan–I know some people love it and I’m not saying it can’t be helpful, but I was not impressed by videos where he makes mistakes and goes on for a while, or does other things that are quite confusing to students struggling to understand. Also had some problems reading the handwriting. Heard part of the SAT prep videos. Would have been mad at my daughter for using them as a backdrop to her exercise routine and not even watching, but he went on and on about completely obvious stuff–she was right–it would have been a waste of her time to give it her full attention.
Absent and inaccessible professors–A problem in both my daughter’s class, and a friend’s completely different class.
Broken internet links–Ditto. Online classes are oh so modern with their internet content but what do the kids do when their assignment isn’t on the web any more and “prof” is unreachable?
Silly filler content evidently designed to hold the interest of high school students but which wouldn’t be caught in any high school text I’ve ever seen.
Video content which is dumbed down over actual textbooks and slows down presentation of material. Instead of reading assignments, because it’s web based, the reading tended to be “lite” while emphasis was more on watching videos. So, instead of quickly reading an assignment in 10 minutes, student has to slog through a 30 minute video conveying similar information but aimed at and paced for the lowest common denominator. Better students can read faster, but they can’t watch the video faster.
Disjointed, inappropriately leveled content–Course content cobbled together from random stuff found on the web, which may be way too easy or sometimes too hard or presented with inadequate background, instead of a cohesive presentation which builds logically on itself, knows what the students already have learned and what they haven’t, and is appropriately leveled for the audience.
Poorly designed assessments. The idea that an online course has to use online tools whether or not they are actually the best way to assess or learn the material, because it’s online so it must be good. Never mind that it’s Pinterest. It’s online so that’s the important thing. Doesn’t matter if the student has any idea what the content means. They pinned it!