Wednesday, August 10, 2011

How can students who participate in a course online not feel disenfranchised

if some other students can participate in the same course face-to-face on campus?
  • How can a student on one campus BENEFIT from taking courses in which the lead faculty member is based on a distant campus? Too distant for that student to participate in any face-to-face meetings? 
  • How can a few colleges or universities each benefit from collaborating to enable their own enrolled undergraduates to take some of each others' courses? 
In what ways must the arrangements differ for students who participate only or primarily
  • online 
  • from the same campus as the lead instructor 
  • from other campuses? 
Photo of a phone booth in the desert "Desert Phone:  A phone in the middle of the Ghost Town in Nevada. It had been disconnected."  Some rights reserved by satemkemet


  1. Good questions. I wonder why one could not just "shop around for the classes one needs and then apply them to a school for the granting of a degree? NOTE: From Accredited schools
    The student would have a home school (similar to the home room in K-12) and take what he needed there but go out for courses not offered at his home school.

    I wonder why a program limits the amount of classes one can transfer into the school?

  2. Should we ask "what can faculty do to ensure that students taking a course online don't feel disenfranchised? There is advice out there such as "Tips for Establishing a Rapport with Online Students" from Faculty Focus (2009). Wouldn't faculty training in this area help?


What do you think?