In a recent online discussion group, a member asked about surveys to assess student experience with online or hybrid courses. I offered a related question.

How do you determine that the "student learning" in an online course is at the same level of a "traditional" (on campus) course? I pointed out that the SUNY Learning Network discourages professors from offering online exams in favor of "points for postings."

My question was then forwarded from a faculty member of a nearby Community College to the SUNY Learning Network “guru” who was a pilot of the SLN program and one of it’s “great leaders.”

The “expert” said, in part:

“... We stopped collecting the data after it became clear to us that year after year students were equally satisfied with online and classroom courses, and there were no significant differences in student perceptions of learning, course completion rates, or final grades received...

I find it troubling that student perception of learning has been substituted for actual learning. How could a student - presumably with limited knowledge of the subject matter – assess that enough knowledge had been assimilated? You might as well ask a preschooler whether or not there are any words he does not know? Undoubtedly, he will not know of “any words he does not know.”

A professor of economics I know offered the following discussion thread with the direction that students should post a minimum of 6 postings.

Should educational quality be allowed to differ based on family income? Should vouchers be allowed to supplement a tuition payment at a private school, with the result that some children's quality of education would differ from other children's?

I cite typical student responses verbatim:

• I agree with you. I believe that education should not be based on the family income

• I agree with you. I believe that education should not be based on the family income. Family income have no reference to get a good education.

• All children should have same opportunity to take quality education.

Clearly these students had the opportunity to “take quality education” but that is not what they chose. This professor’s online classes are always full... and full of A’s.

An economics professor understands the laws of economics by minimizing effort and maximizing returns. With little or no work on the part of the professor, he receives his pay. The students, too, maximize their transcript while minimizing the late night cramming and stress. Truly economics in action.

Everybody’s a winner... unless we look at the laws of supply and demand a little closer. By flooding the market with college graduates we will (supply curve shifts to the right) reduce the value of a college degree. Making matters worse, when employers realize the college degree does not correlate with intelligence, common sense, or logical decision-making, the emphasis on hiring a college graduate (demand curve shifts to the left) will decrease, further eroding the value of a college education.

A college degree generated from an online “paper mill” isn't worth the paper it's printed on... even if it's not printed on paper. How do I know? Because there is a difference between a college degree and a college education... and I happen to have both.