Famous quotes remind us that education is an almost sacred endeavor meant to transform individuals and society, and not merely to reproduce the status quo. When we teachers sit in classrooms generating sparks and watching fires take hold, it’s easy enough to believe in education’s awesome power. Maybe we also get to overhear a student’s conversation about their internship at the youth center, or see “end campus rape” buttons on their tattered backpack. In person, there may be lots of signs demonstrating a student’s commitment to the life, culture and values associated with higher education. Is it possible that online classes are inherently less transformative precisely because of how neatly they fit into students’ lives?
I’m sure that college redrew the lines of my own life largely because of how it disrupted me, intellectually, psychologically, and physically. When my eighteenth summer ended, I packed up my underwear, tennis racket, and paperback thesaurus, and headed off to a new life. The ostensible locus of the move was, of course, books and classes, and many of my courses were excellent, but it was being uprooted and tenuously replanted that rocked my world. If, instead, I had taken Intermediate French at my hometown community college, would I have become friends with a biracial Algerian? And what if I’d taken the class online instead, from the privacy of my suburban Midwestern home? Though I did not, as it happened, study French for long, my love of language and my cultural curiosity took deep root in my college years.
Of course, online classes are so wildly popular precisely because they fit within students’ existing lives and habits. And this creates access for critical populations, employed parents, those charged with elder care, hungry minds in prisons or on military bases. On the other hand, this seamless fit into students’ lives softens education’s potential to shake things up, to provide students not merely with credits or certificates, but to crack open their very worldview. In this respect, then, online ed skews conservative, which is, perhaps why so many political conservatives are enamored of it. After all, how often does an online class result in Junior hanging out with her new hippie friends on the quad? Instead, she may well remain plugged into a full-time job, tapping out online discussion posts in hermetic isolation. She “makes time” for the class as best she can, squeezing it into the few remaining nooks and crannies of an already structured life.
Obviously, the right online course at the right time can point a student in a new direction. But I think online classes are more likely to really matter if we actively cultivate their disruptive potential in some ways even as we dutifully supply convenience in others. For example, why not foreground the advantages and disadvantages of online ed in our syllabi, early lectures, discussions, or other material? What if we help students ponder the price they may be paying for convenient learning? This will be anathema in institutions that are defensive about the legitimacy of online ed, but if we are confident in its value, as I am, then we can be forthright about its weaknesses.
And what if we also refuse to make classes too convenient? One of my new students shared her decision to take all online classes this term because she knew she would be on the road for several weeks. I explained that, while my class is asynchronous, it is not self-paced. It is, rather, “a loosely choreographed group experience,” not so very different from a face-to-face class in terms of its requirement for consistent “attendance.” In short, I resisted her assumption that online education is meant to be squeezed into one’s schedule as an elective afterthought.
Like many contemporary college students — especially those with demanding work lives — she saw education as a discrete experience to be molded around her existing life rather than as a journey meant to upend it. For lots of good and bad reasons, college classes are often seen as a mere credential, or as a luxury, to be pursued in one’s leisure. My student’s pushback helped me articulate how and why I value shared group learning. For example, in discussions, students must grapple with the same issues at a similar place in their developing intellectual arc. And my many communications with students as a single group reinforces the notion that we are connected and accountable to real others.
In a way, then, though I appreciate online ed’s convenience, I also aim to cultivate reasonable inconvenience. We often come to value something, after all, by carving out an honored spot for it in our lives. This is a premise of spiritual practice, of course, and helps explain why there are temples and mosques and churches. And it’s why I keep a tidy writing desk and work regular hours even when I am directly accountable to no one. The value work has in my life, then, is established and maintained partly through the space and time I create for it. It is like the difference between thoughtfully cooking dinner at home or grabbing fast food at the last minute and gobbling it down in the car. Can we, I wonder, acknowledge and respect our students’ need for convenience without becoming McTeachers?