This is the third post in a series on rethinking the purpose of online learning. In the first post, I discussed Ontario’s strategy of making it mandatory to take four high school courses/credits online. In the second, I examined Kevin Carey’s claim that online learning could radically reduce the cost of higher education (at least in the USA).
In this post, I want to look at which students do best or worse in online learning, and whether we could be doing a better job supporting ‘weak’ or struggling students.
by Tony Bates