Distance Learning, mLearning, Digital Education, Technology

We read with interest the recent opinion article, “Online learning isn’t as inclusive as you may think,” originally published by University Affairs in early May. We feel the authors provided a limited perspective regarding online education and online learners. We disagree with several of the authors’ contentions and generalizations, which we outline below. We also direct the authors and readers to sources that may help to address some of the issues the authors raise.

Establishing a connection with online learners is a demonstrated strategy for increasing student motivation in online classes (Jones, Kolloff & Kolloff, 2008) and a marker of instructor excellence (Palloff & Pratt, 2011). Employing the the behaviors and strategies noted below is an effective step towards making your online students' learning more relevant and increasing their investment in your class (DuCharme-Hansen, Dupin-Bryant, 2005).

Future Bright for Online Education
The arguments offered in Jing Liu’s essay run counter to the validation online programs receive from regional accreditation, the U.S. Department of Education and the success students experience as graduates. As someone who has taught online classes since 1999 and managed the online program administration at my campus for 16 years, I am personally aware of the progress we have made, the quality of instruction we do achieve, the access door we have opened wider and the difference we have made in the lives of our students.