File Size: 956 KB
Print Length: 261 pages
Publisher: Amazon Publishing (May 7, 2013)
Publication Date: May 7, 2013
Take, for example, the main topic of online classes, which occupies a big part of Selingo's book. This is a hot trend in colleges today for two major reasons: Colleges make a bucketload involving off them, and students love them. Selingo obviously loves them, too, and he waxes eloquently at great length about their promise for providing convenient and inexpensive courses to students. He information on p. 99 that "a vocal slice of professors and administrators stay skeptical" of online lessons, even though "every new study of online learning" arrives at fundamentally the same conclusion that students perform better in online courses that traditional courses. This is just one small example of sweeping statements that Selingo makes without offering any supporting evidence, also it seriously distorts the actual state of the pedagogical research, because it is emphatically Incorrect that every study supports the superiority, or even equality, of online classes compared to traditional classes. For example, the Community College Research Centre at Columbia University has produced multiple studies demonstrating that community college or university students who enroll in online courses are much more likely to fail or drop out compared to traditional classes. Another examine following over 50, 500 students in Washington found that students who required more online courses were less like to exchange to four year colleges or obtain degrees.
This research is not pointed out in Selingo's book, neither does he address the issue of cheating on online classes. During your stay on island are steps that instructors can take to ensure that students do the work themselves and don't be a cheater on online tests, these involve considerable effort on the part of the instructor (e. g., establishing up webcam surveillance of the student while she/he is taking the test, or arranging for a proctored exam to be administered), and few trainers or faculty are likely to do so. It is entirely possible for students to receive credit for online courses where they did none of the work (google "we take your class for you" for an eye-opening display of companies freely advertising to cheat on online classes). Of course, cheating takes place in traditional classes. The difference is that the online setting makes it simpler to do so.
Another disturbing aspect to the increase in online courses is that, too much, they are less rigorous than traditional classes. This is, in fact , a major reason so many students like online courses so much: They often require much less time and effort than a traditional course. We have had students show me that they've completed an internet course in two days, by going straight to the quizzes and searching the readings/lectures for key conditions in the questions.
It is possible to design an online course that is rigorous, not prone to cheating, and offers the same intellectual challenge and exchange of ideas with faculty and peers that you can discover in a traditional classroom. Yet such course are the exception, not the usual. And the enthusiastic validation of the online revolution without acknowledging these weak points is, in my viewpoint, a major flaw of the book.
The future of higher education, as Selingo recognizes it, is a system where students receive a more custom-made and versatile experience, with most students obtaining a degree through some blend of online courses, credentials offered for doing MOOCs or other "life experience, " transfers across institutions, and internships. While I agree with the creator that such a system would likely lead to a greater number of students obtaining an undergraduate degree, We don't agree that this is another to be desired. On p. 24 the author argues that there has been a "systematic dumbing down of college or university campuses" and that "while the price of a diploma is increasing, the amount of learning needed to get that document is moving in the opposite direction. " We agree with this sentiment strongly, actually, but We also don't see the solutions embraced by Selingo as bettering matters any.
That being said, the author produces well, and does an excellent job of capturing the changing face of higher education. In particular, the initial section of his publication ("How We Got Here") is an excellent if distressing summary of exactly where higher schooling has gone wrong current decades. I just wish that the rest of the book had obtained a more critical and balanced look at the unintended consequences and disadvantages of the changes he encourages so enthusiastically., This is a really interesting discussion of what college or university campuses, the college or university community, and the college or university experience happens to be like and what it could be like in the future. It is largely qualitative. Points are made through types of really students and really programs. However, there isn't a lot of rigorous research, and the ideas are largely what the author thinks will be important, not evidence-based., As a reader of the Chronicle of Higher Education, I appreciate Selingo's efforts to pull with each other a relatively comprehensive snapshot of what's happening in higher ed today, and where things might be headed. It is a concise summary of where we are today, but at the current rate of change I believe it's not too earlier to begin thinking of a second edition.
This is not an in-depth monetary research, nor does it try to deeply diagnose " causal" factors. Rather, it is a very legible and simply understood piece of work, and I picture it could be very informative for both family members with college-bound kids, and over-worked senior high school guidance consultants as they seek to advise students. Workers (college educated or otherwise) who want to retool their skills or keep themselves relevant in a global economy may also learn some very practical approaches for accessing learning opportunities. The set of institution-specific innovations and new models at the conclusion of the book could be specifically effective at helping students, parents, and workers understand the realm of possibilities -- today, and into the future. Perhaps it ought to be included on summer reading lists for high college students -- especially those kids who would be first-generation college or university goers.
I wish the book would have gone deeper into the structural implications of exactly where we might be headed (though this has been written about in more scholarly venues). I worry that the average citizen will not prefer the role of research in higher schooling, and the implications of reduced federal funding for research. We are conceivably starving an entire generation of early-career faculty who will become the next generation of thought leaders and Nobel laureates, Most family members (and congressional representatives and state legislators! ) point to the inflation rate of tuition and fees as a deep cause for concern -- and it is. But, some/much of this inflation is driven by reduced money in other areas -- appropriations in state institutions or monetary downturns that impact the endowments of the less-elite private institutions. Because university research funding also becomes more constrained, the creation of new knowledge will slow. The clarity and accessibility of Selingo's writing, combined with his detail of understanding, provide an chance to educate a place audience on the ramifications of a changing higher ed business model.
Almost all in all, a very helpful read that I can easily recommend., This was a very informative book and not the last We hope to read on the subject. I had formed noticed that education and training have changed a whole lot in the US and must always evolve if we are to keep up with Europe and Asia in the 21st century and beyond. The author lays out in specific conditions and concepts how schooling is and must change in this country.
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